Childbirth Experiences of Women Who Attended Midwife-Led Antenatal Training or Antenatal School Care from Midwives` Point of View: A Qualitative Study
DOI:
https://doi.org/10.5281/zenodo.19744788Keywords:
Health Educations, Midwifery, Qualitative Approaches, Women’s HealthAbstract
Objective: To explore midwives’ perspectives on the childbirth experiences of women who attended midwife-led antenatal training or antenatal school.
Methods: A qualitative study employing a phenomenological approach. Eighteen midwives who had experienced midwifery practices on facilitating normal childbirth of pregnant women who attended the midwife-led antenatal training or antenatal class were recruited. All participants had experience in facilitating normal births for women who had attended midwife-led antenatal training or antenatal school. Data were collected through individual, in-depth semi-structured interviews. Thematic analysis was conducted using a conventional content approach and MAXQDA Analytics Pro 2020 software.
Results: Four themes emerged from the data: (1) the impact of women’s childbirth experiences, (2) the quality of support in woman-centred care, (3) reliable and supportive relationships, and (4) antenatal education during the COVID-19 pandemic.
Conclusions: Antenatal training or antenatal school positively changed the childbirth perception of pregnant women, increased their self-confidence, and led strengthened their belief in giving childbirth. Women who have received positive childbirth experiences increased childbirth satisfaction. Furthermore, it can be more likely to build effective communication based on respect and trust between pregnant women who have received antenatal training and midwives. Antenatal training led by midwives enhances women’s confidence, strengthens mother–midwife bonds, and supports woman-centred care by fostering positive childbirth experiences. The findings of this study highlighted that antenatal training contributed positively to women`s pregnancy experience, childbirth, and postpartum processes and their relationships with midwives and their babies. Facilitating antenatal education widespread and inclusive seems to be an essential tool that contributes to woman-centred care and positive childbirth experience.
References
Ade-Ojo, I. P., Olagbuji, B. N., Olaogun, O. D., & Yusuf, T. O. (2021). Clients’ perspectives on prenatal care model enhanced with Zoom videoconferencing platform during Covid-19 pandemic. Nigerian Stethoscope, 3(1), 14–20.
Barimani, M., Frykedal, K. F., Rosander, M., & Berlin, A. (2018). Childbirth and parenting preparation in antenatal classes. Midwifery, 57, 1–7. https://doi.org/10.1016/j.midw.2017.10.021
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Çankaya, S., & Şimşek, B. (2020). Effects of antenatal education on fear of birth, depression, anxiety, childbirth self-efficacy, and mode of delivery in primiparous pregnant women: A prospective randomized controlled study. Clinical Nursing Research, 30(6), 818–829. https://doi.org/10.1177/1054773820939372
Çıtak Bilgin, N., Ak, B., Ayhan, F., Koçyiğit, F., Yorgun, S., & Topçuoğlu, M. A. (2020). Effect of childbirth education on the perceptions of childbirth and breastfeeding self-efficacy and the obstetric outcomes of nulliparous women. Health Care for Women International, 41(2), 188–204. https://doi.org/10.1080/07399332.2019.1649342
D-zomeku, V. M., Mensah, B. A. B., Nakua, E. K., Agbadi, P., Lori, J. R., & Donkor, P. (2020). Exploring midwives’ understanding of respectful maternal care in Kumasi, Ghana: Qualitative inquiry. PLOS ONE, 15(7), e0220538. https://doi.org/10.1371/journal.pone.0220538
Dietz, H. P., & Campbell, S. (2016). Toward normal birth–but at what cost? American Journal of Obstetrics and Gynecology, 215(4), 439–444. https://doi.org/10.1016/j.ajog.2016.04.021
El-Kurdy, R., Hassan, S. I., Hassan, N. F., & El-Nemer, A. (2017). Antenatal education on childbirth self-efficacy for Egyptian primiparous women: A randomized control trial. IOSR Journal of Nursing and Health Science, 6(4), 15–23. https://doi.org/10.9790/1959-0604021523
Gluck, O., Pinchas‐Cohen, T., Hiaev, Z., Rubinstein, H., Bar, J., & Kovo, M. (2020). The impact of childbirth education classes on delivery outcome. International Journal of Gynecology & Obstetrics, 148(3), 300–304. https://doi.org/10.1002/ijgo.13016
Hassanzadeh, R., Abbas-Alizadeh, F., Meedya, S., Mohammad-Alizadeh-Charandabi, S., & Mirghafourvand, M. (2021). Perceptions of primiparous women about the effect of childbirth preparation classes on their childbirth experience: A qualitative study. Midwifery, 103, 103154. https://doi.org/10.1016/j.midw.2021.103154
Heim, M. A., Miquelutti, M. A., & Makuch, M. Y. (2019). Perspective of pregnant women regarding antenatal preparation: A qualitative study. Women and Birth, 32(6), 558–563. https://doi.org/10.1016/j.wombi.2019.01.008
Hosseini, V. M., Nazarzadeh, M., & Jahanfar, S. (2018). Interventions for reducing fear of childbirth: A systematic review and meta-analysis of clinical trials. Women and Birth, 31(4), 254–262. https://doi.org/10.1016/j.wombi.2017.10.007
International Confederation of Midwives (ICM). (2014). Philosophy and model of midwifery care.
İsbir, G. G., İnci, F., Önal, H., & Yıldız, P. D. (2016). The effects of antenatal education on fear of childbirth, maternal self-efficacy and post-traumatic stress disorder (PTSD) symptoms following childbirth: An experimental study. Applied Nursing Research, 32, 227–232. https://doi.org/10.1016/j.apnr.2016.07.013
Kronborg, H., Maimburg, R. D., & Væth, M. (2012). Antenatal training to improve breastfeeding: A randomised trial. Midwifery, 28(6), 784–790. https://doi.org/10.1016/j.midw.2011.09.007
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
Ministry of Health of the Republic of Turkey. (2018). Pregnancy school circular.
Moran, D. (2000). Introduction to phenomenology. Routledge.
Moridi, M., Pazandeh, F., Hajian, S., & Potrata, B. (2020). Midwives’ perspectives of respectful maternity care during childbirth: A qualitative study. PLOS ONE, 15(3), e0229941.
Mueller, C. G., Webb, P. J., & Morgan, S. (2020). The effects of childbirth education on maternity outcomes and maternal satisfaction.
Nolan, M. (2021). Educators’ Experience of Facilitating Antenatal Education Online.
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis.
Onchonga, D., et al. (2020). Midwife-led pre-birth training.
Pasadino, F., et al. (2020). Virtual perinatal education.
Pınar, G., et al. (2018). Evaluation of childbirth education classes in Turkey.
Republic of Turkey Ministry of Health. (2014). Antenatal class circular.
Republic of Turkey Ministry of Health. (2020). Distance education pregnant school.
Ricchi, A., et al. (2020). Study of childbirth education classes.
Serçekuş, P., & Başkale, H. (2016). Effects of antenatal education.
Serçekuş, P., & Yenal, K. (2015). Development of childbirth education classes in Turkey.
Shorey, S., et al. (2018). Impact of negative childbirth experience.
Tong, A., et al. (2007). COREQ checklist.
Turkey Demographic and Health Survey (2018).
World Health Organization (WHO). (2002). Perinatal care modules.
World Health Organization (WHO). (2016). Antenatal care recommendations.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 GEVHER NESIBE JOURNAL OF MEDICAL AND HEALTH SCIENCES
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The journal is licensed under a 