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Antenatal small-class education versus auditorium-based lectures to promote positive transitioning to parenthood - A randomised trial

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Koushede, Vibeke ; Brixval, Carina Sjöberg ; Thygesen, Lau Caspar ; Axelsen, Solveig Forberg ; Winkel, Per ; Lindschou, Jane ; Gluud, Christian ; Due, Pernille. / Antenatal small-class education versus auditorium-based lectures to promote positive transitioning to parenthood - A randomised trial. I: P L o S One. 2017 ; Bind 12, Nr. 5. s. e0176819.

Bibtex

@article{ffc9cf53d603458bbf2c53b46483f4ea,
title = "Antenatal small-class education versus auditorium-based lectures to promote positive transitioning to parenthood - A randomised trial",
abstract = "Prospective parents widely use education to gain information about, e.g., labour and parenting skills. It is unknown if antenatal education in small classes is more beneficial for parenting stress and parenting alliance compared with other types of antenatal education. In the present randomised trial, we examined the effect of antenatal education in small classes versus auditorium-based lectures on perceived stress, parenting stress, and parenting alliance. A total of 1,766 pregnant women were randomised to receive: antenatal education in small classes three times in pregnancy and one time after delivery, each session lasted 2.5 hours, versus standard care consisting of two times two hours auditorium-based lectures. Previous analysis of the primary outcome showed no difference between intervention and control group. Here we conduct an exploratory analysis of three secondary outcomes. Effects of the interventions on parents' global feelings of stress at 37 weeks gestation and nine weeks and six months postpartum and parenting stress nine weeks and six months postpartum were examined using linear regression analyses and mixed models with repeated measurements. The effect on parenting alliance six months postpartum was examined using the non-parametric Wilcoxon rank-sum test. Antenatal education in small classes had a small beneficial main effect on global feelings of stress six months postpartum and a statistically significant interaction between time and group favoring antenatal education in small classes. The P values of intervention effects on parenting stress and parenting alliance were all larger than the threshold value (0.05).",
keywords = "Journal Article",
author = "Vibeke Koushede and Brixval, {Carina Sj{\"o}berg} and Thygesen, {Lau Caspar} and Axelsen, {Solveig Forberg} and Per Winkel and Jane Lindschou and Christian Gluud and Pernille Due",
year = "2017",
doi = "10.1371/journal.pone.0176819",
language = "English",
volume = "12",
pages = "e0176819",
journal = "PLOS ONE",
issn = "1932-6203",
publisher = "Public Library of Science",
number = "5",

}

RIS

TY - JOUR

T1 - Antenatal small-class education versus auditorium-based lectures to promote positive transitioning to parenthood - A randomised trial

AU - Koushede, Vibeke

AU - Brixval, Carina Sjöberg

AU - Thygesen, Lau Caspar

AU - Axelsen, Solveig Forberg

AU - Winkel, Per

AU - Lindschou, Jane

AU - Gluud, Christian

AU - Due, Pernille

PY - 2017

Y1 - 2017

N2 - Prospective parents widely use education to gain information about, e.g., labour and parenting skills. It is unknown if antenatal education in small classes is more beneficial for parenting stress and parenting alliance compared with other types of antenatal education. In the present randomised trial, we examined the effect of antenatal education in small classes versus auditorium-based lectures on perceived stress, parenting stress, and parenting alliance. A total of 1,766 pregnant women were randomised to receive: antenatal education in small classes three times in pregnancy and one time after delivery, each session lasted 2.5 hours, versus standard care consisting of two times two hours auditorium-based lectures. Previous analysis of the primary outcome showed no difference between intervention and control group. Here we conduct an exploratory analysis of three secondary outcomes. Effects of the interventions on parents' global feelings of stress at 37 weeks gestation and nine weeks and six months postpartum and parenting stress nine weeks and six months postpartum were examined using linear regression analyses and mixed models with repeated measurements. The effect on parenting alliance six months postpartum was examined using the non-parametric Wilcoxon rank-sum test. Antenatal education in small classes had a small beneficial main effect on global feelings of stress six months postpartum and a statistically significant interaction between time and group favoring antenatal education in small classes. The P values of intervention effects on parenting stress and parenting alliance were all larger than the threshold value (0.05).

AB - Prospective parents widely use education to gain information about, e.g., labour and parenting skills. It is unknown if antenatal education in small classes is more beneficial for parenting stress and parenting alliance compared with other types of antenatal education. In the present randomised trial, we examined the effect of antenatal education in small classes versus auditorium-based lectures on perceived stress, parenting stress, and parenting alliance. A total of 1,766 pregnant women were randomised to receive: antenatal education in small classes three times in pregnancy and one time after delivery, each session lasted 2.5 hours, versus standard care consisting of two times two hours auditorium-based lectures. Previous analysis of the primary outcome showed no difference between intervention and control group. Here we conduct an exploratory analysis of three secondary outcomes. Effects of the interventions on parents' global feelings of stress at 37 weeks gestation and nine weeks and six months postpartum and parenting stress nine weeks and six months postpartum were examined using linear regression analyses and mixed models with repeated measurements. The effect on parenting alliance six months postpartum was examined using the non-parametric Wilcoxon rank-sum test. Antenatal education in small classes had a small beneficial main effect on global feelings of stress six months postpartum and a statistically significant interaction between time and group favoring antenatal education in small classes. The P values of intervention effects on parenting stress and parenting alliance were all larger than the threshold value (0.05).

KW - Journal Article

U2 - 10.1371/journal.pone.0176819

DO - 10.1371/journal.pone.0176819

M3 - Journal article

C2 - 28464006

VL - 12

SP - e0176819

JO - PLOS ONE

JF - PLOS ONE

SN - 1932-6203

IS - 5

ER -

ID: 50280170