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Antenatal education classes in victoria: What the women said
REFERENCES ACMI (1995) 'Position Statements', ACMI Journal, June, 8 (2): 18-22. Banks, M. (2000) Home birth bound: Mending the broken weave, Birthspirit Books Ltd., New Zealand. Borland, M. (2000) 'Inside a birth centre', Nursing Review, March. 19. Byrne, J. (2000) 'Educational opportunities for registered midwives', Nursing Review,March. 20. Erskin, M., Chalmer, I. and Kierse, M. (Eds), (1989) Effective care in pregnancy and childbirth, vol. 1, Oxford University Press, England.
Letters to the Editor ANTENATAL EDUCATION CLASSES IN VICTORIA: WHAT THE WOMEN SAID. The body of research that demonstrates 'antenatal classes are not providing adequate information on parenting, infant development, infant behaviours' has increased, with Zevia Schneider's article and my doctoral research. In principle I support Zevia's recommendation that 'antenatal education programs should be conducted by midwives who have good teaching and learning skills, a good knowledge base
Fahy, K. (1998) 'Being a midwife or doing midwifery', ACMI Journal. 11 (2): 11-16.
and a comprehensive program, the content of which
Gould, D. (2000) 'Normal tabour: a concept analysis', Journal of Advanced Nursing. 31 (2): 418-427.
parenthood', however there are two significant issues
Gray, G. and Pratt, R. (Eds) (1989) Issuesin Australian Nursing 2, Churchill- Livingstone, Melbourne. Maier, J. and Maloni, J. (1997) 'Nurse advocacy for selection rather than the routine episiotomy', Journal of Obstetric, Gynaecologic and Neonatal Nursing. 26 (2): 155-161. Midwifery Showcase (2000) Innovations in South Australia, 25th October. Adelaide. O'Connor, M. (1995) Birth Tides: Turning towards Home Birth, Pandora. London. Parratt, J. (1996) 'Practicing midwifery independently: for the majority of midwives?' ACMI Journal 9 (3): 23-29. Riska, E. and Wegar, K. (Eds) (1993) Gender, work and medicine: women and the medical division of tabour, Sage. London.
prepares couples for the birth of their infant and to be considered. Parenting, infant development and infant behaviours are sizeable topics, with many facets, and expectant parents vary in their level of interest in them, during and after pregnancy. Educators should, therefore, determine from consultation with consumers their particular areas of interest and how they would prefer the information to be presented. This, however, requires time, communication with groups and probably changes in program structure, which may not be feasible in the short term. If this were the case, then a second option of limiting the antenatal input to the first six weeks of life with a newborn, would be advisable. Experience and my research have demonstrated that although antenatal educators recognise the need to
Roberts, H. (Ed) (1981)Women, health and reproduction, Routledge and Kegan Paul, London.
incorporate parenting into antenatal education
Turkel, K. (1995) Women, power and childbirth: a case study of a free-standing birth Center, Bergin and Garvey. Connecticut.
all the birth information we don't have much time' and
Wagner, M. (1995) 'A global witch-hunt', The Lancet. 346: 1010-1022.
time for midwives to identify not only what the
Waldenstrom, U. (1996) 'Midwives in current debate and in the future', ACMI Journal. 9 (1): 3-9. Webb, C.(Ed) (1986) Feminist practice in women's health care, John Wiley. Brisbane.
programs, many can list reasons as to why they would find it difficult. These include: 'by the time we cover '1 feel more comfortable covering labour - I don't know much about the early weeks at home'. I believe it is expectant parents want, but also who is the most appropriate person to provide this input in their local area. Is it a midwife, should it be a midwife with Child and Family Health training, or someone else? Antenatal education is dynamic, and Australia is vast, so answers to this question will vary. Educators need training and experience in the topics they will be facilitating. Jane Svensson
Health Education Coordinator / Doctoral Candidate, NSW
VOL 14
NO 4
DECEMBER2001
15
Letters to the Editor ANTENATAL EDUCATION CLASSES IN VICTORIA: WHAT THE WOMEN SAID. The body of research that demonstrates 'antenatal classes are not providing adequate information on parenting, infant development, infant behaviours' has increased, with Zevia Schneider's article and my doctoral research. In principle I support Zevia's recommendation that 'antenatal education programs should be conducted by midwives who have good teaching and learning skills, a good knowledge base
Fahy, K. (1998) 'Being a midwife or doing midwifery', ACMI Journal. 11 (2): 11-16.
and a comprehensive program, the content of which
Gould, D. (2000) 'Normal tabour: a concept analysis', Journal of Advanced Nursing. 31 (2): 418-427.
parenthood', however there are two significant issues
Gray, G. and Pratt, R. (Eds) (1989) Issuesin Australian Nursing 2, Churchill- Livingstone, Melbourne. Maier, J. and Maloni, J. (1997) 'Nurse advocacy for selection rather than the routine episiotomy', Journal of Obstetric, Gynaecologic and Neonatal Nursing. 26 (2): 155-161. Midwifery Showcase (2000) Innovations in South Australia, 25th October. Adelaide. O'Connor, M. (1995) Birth Tides: Turning towards Home Birth, Pandora. London. Parratt, J. (1996) 'Practicing midwifery independently: for the majority of midwives?' ACMI Journal 9 (3): 23-29. Riska, E. and Wegar, K. (Eds) (1993) Gender, work and medicine: women and the medical division of tabour, Sage. London.
prepares couples for the birth of their infant and to be considered. Parenting, infant development and infant behaviours are sizeable topics, with many facets, and expectant parents vary in their level of interest in them, during and after pregnancy. Educators should, therefore, determine from consultation with consumers their particular areas of interest and how they would prefer the information to be presented. This, however, requires time, communication with groups and probably changes in program structure, which may not be feasible in the short term. If this were the case, then a second option of limiting the antenatal input to the first six weeks of life with a newborn, would be advisable. Experience and my research have demonstrated that although antenatal educators recognise the need to
Roberts, H. (Ed) (1981)Women, health and reproduction, Routledge and Kegan Paul, London.
incorporate parenting into antenatal education
Turkel, K. (1995) Women, power and childbirth: a case study of a free-standing birth Center, Bergin and Garvey. Connecticut.
all the birth information we don't have much time' and
Wagner, M. (1995) 'A global witch-hunt', The Lancet. 346: 1010-1022.
time for midwives to identify not only what the
Waldenstrom, U. (1996) 'Midwives in current debate and in the future', ACMI Journal. 9 (1): 3-9. Webb, C.(Ed) (1986) Feminist practice in women's health care, John Wiley. Brisbane.
programs, many can list reasons as to why they would find it difficult. These include: 'by the time we cover '1 feel more comfortable covering labour - I don't know much about the early weeks at home'. I believe it is expectant parents want, but also who is the most appropriate person to provide this input in their local area. Is it a midwife, should it be a midwife with Child and Family Health training, or someone else? Antenatal education is dynamic, and Australia is vast, so answers to this question will vary. Educators need training and experience in the topics they will be facilitating. Jane Svensson
Health Education Coordinator / Doctoral Candidate, NSW
VOL 14
NO 4
DECEMBER2001
15