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Since the 1970s, men have been encouraged to actively participate in the childbirth process, resulting in a shared experience for couples. Nevertheless, after the baby is born, many fathers find themselves displaced, unsure of how to embrace the transition to parenthood. The shift in cultural practice and evolving needs of families calls for the re...
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... However, after the birth, many fathers find themselves displaced, unsure how to embrace the transition to parenthood. Innovative strategies must be considered to enhance postnatal education that is father-inclusive and responsive to the needs of families in this century (McKellar et al., 2008). Most of the respondents mentioned that the initiation of time of breastfeeding is within 30 minutes (86.36%). ...
Background: The period after the birth of a child may be demanding and overwhelming for parents. This study aimed to assess the level of knowledge on postnatal care among fathers of newborn babies in Bangladesh. Methods: This descriptive cross-sectional study was conducted among the fathers whose wives attended the government hospitals of several districts of Bangladesh, including Dhaka, Chattogram, Rajshahi, Sylhet, Rangpur, Khulna, Cumilla, and Mymensingh, from September 2021 to August 2022. A total of four-hundred and sixty-one (461) fathers were recruited using the purposive sampling technique. The data were collected by face-to-face interview technique using a semi-structured questionnaire. All the data collected were coded numerically and entered into statistical software (SPSS version 24.0) for analysis. Results: Nearly two-fifths (37.34%) of the respondents were in the age group 22 to 28 years, slightly below half (49.46%) had secondary education, and 63.79% worked as service providers. Most (96.36%) of the respondents mentioned that visiting a health center is what to do after seeing the danger sign, and 46.71% mentioned that the women return to sexual activity after 42 days. The majority (93.56%) of the respondents were using injectable contraceptives. To keep the baby warm, most (98.46%) respondents suggested wrapping the baby in clothes, 37.81% said the first baby bath time should be after three days, and 77.34% said the umbilical care mechanism is to be clean and dry. More than eight-tenths (86.36%) of the respondents mentioned that initiation of breastfeeding is within 30 minutes, 92.62% mentioned that the duration of exclusive breastfeeding should be six months, and 96.86% mentioned preventing disease is the purpose of vaccination. More than three-fifths (63.71%) of the respondents needed an overall knowledge of postnatal care. Conclusion: This study revealed that more than three-fifths of the respondents had poor knowledge of postnatal depression. Therefore, there is a need for more awareness programs regarding postnatal care among fathers considering their role in the family.
... As another step in the cycle, more information gathering to inform planning took place (i.e. the uses of AR in the discipline of midwifery were investigated). The large majority of recent publications utilising AR methods focused on change in midwifery practice, not midwifery education (see, e.g., Nyman, Berg, Downe, & Bondas, 2015;McKellar, Pincombe, & Henderson, 2002;McKellar, Pincombe, & Henderson, 2008;McKellar et al., 2009;. However, some publications had focused on undergraduate (pre-registration) midwifery (and nursing) curricula (Fraser, 1996(Fraser, , 1999(Fraser, , 2000a(Fraser, , 2000bSmith et al., 2000;Wilkins, Leamon, Rawnson, & Brown, 2008). ...
This reflective narrative shares an experience of immersion at the highly political “intersectional” coalface of gendered, class and racially based maternity services research, practice and learning in London, UK. I initially set out to apply Levin & Greenwoods’ (Handbook of action research: participative inquiry and practice. SAGE, London, 2001, p. 103) “pragmatic action research” approach to transform a small component of universities and health services into “learning communities”.
... As another step in the cycle, more information gathering to inform planning took place (i.e. the uses of AR in the discipline of midwifery were investigated). The large majority of recent publications utilising AR methods focused on change in midwifery practice, not midwifery education (see, e.g., Nyman, Berg, Downe, & Bondas, 2015;McKellar, Pincombe, & Henderson, 2002;McKellar, Pincombe, & Henderson, 2008;McKellar et al., 2009;. However, some publications had focused on undergraduate (pre-registration) midwifery (and nursing) curricula (Fraser, 1996(Fraser, , 1999(Fraser, , 2000a(Fraser, , 2000bSmith et al., 2000;Wilkins, Leamon, Rawnson, & Brown, 2008). ...
This open access book explores cultural competence in the higher education sector from multi-disciplinary and inter-disciplinary perspectives. It addresses cultural competence in terms of leadership and the role of the higher education sector in cultural competence policy and practice. Drawing on lessons learned, current research and emerging evidence, the book examines various innovative approaches and strategies that incorporate Indigenous knowledge and practices into the development and implementation of cultural competence, and considers the most effective approaches for supporting cultural competence in the higher education sector. This book will appeal to researchers, scholars, policy-makers, practitioners and general readers interested in cultural competence policy and practice.
... Since it is not easy to achieve these goals, many men describe becoming a father as a negative and frustrating experience. [4] Although in recent years family adaptation has attracted the attention of researchers, [5] however, most of these studies have focused on mothers and children, and the experiences of fathers after the birth of the child have been less considered. Therefore, there is no information regarding the fathers who have faced disturbances in adapting with their paternal role. ...
Background
Becoming a father challenges men's ability and many men describe fathering as a negative and frustrating experience. This study was designed to determine related factors to paternal adaptation in first-time fathers.
Materials and Methods
This cross-sectional study was conducted in healthcare centers in Qom and environs, Iran, from July to September 2015. Participants were 572 first-time fathers. Healthcare centers were selected by lottery and sampling was carried out continuously. Data were collected by demographic form and Paternal Adaptation Questionnaire; Spearman's correlation coefficient, Mann–Whitney and Kruskal–Wallis test, and multiple linear regression model were used. p < 0.05 was considered as significant level.
Results
Participants were first-time fathers with a mean (SD) age of 29.89 (4.45) years. The results indicated that planning for parenting is the most predictive factor in the ability to perform the paternal roles and responsibilities (β = 2.67, p < 0.001); marital satisfaction is the most predictive factor with regard to perceiving parental development (β = 3.09, p = 0.001) and stabilization in paternal position (β = 4.66, p < 0.001). Father's self-employment was the only predictive factor relating to challenges and worries (β = −1.19, p < 0.001) and marital satisfaction was the most predictive factor for paternal adaptation (β = 14.68, p < 0.01).
Conclusions
It appears that the father's occupation, planning for becoming a parent, and marital satisfaction are the most predictive factors for paternal adaptation and its domains, thus by planning appropriate interventions aimed at developing the ability of fathers in these aspects, especially marital satisfaction, it is possible to facilitate men's adaptation to paternal role.
... 59 While studies investigating the presence of male partners at childbirth suggest that it does not impact on clinical outcomes, involving the father in this unique experience can create an emotional bond within the family. 60,61 As the majority of research has focused on the male partners' role during childbirth and the early postpartum period, their role during pregnancy remains largely unknown. The scant published literature suggests many men feel isolated and excluded from the experience. ...
Aim: This small qualitative study aimed to explore pregnant women's experiences of participating in a pregnancy program designed around the use of creative activities. Background: Increasingly childbirth, in resource rich countries, is considered a medical event with limited attention paid to the emotional aspects of pregnancy. However, the use of the creative arts to promote physical and emotional health and well-being has also gained increasing acknowledgement and recognition. Based on this latter literature, a program of activities including singing, dancing, storytelling and weaving was developed for pregnant women. Method: A qualitative descriptive approach was employed. Seven pregnant women participated in six 2-h creative activity sessions. Data were collected using diaries, interviews, field notes and a brief questionnaire. Thematic analysis was used to analyse the qualitative data. Findings: Four themes, labelled 'Seeking support', 'Connecting with each other, myself and the baby', 'Finding a place to share, learn and grow,' and 'Finding balance' were identified. The findings suggest that participating in the program afforded women social support, a sense of connection with each other and enhanced perceptions of emotional well-being during pregnancy. Discussion: The findings provide preliminary evidence that engaging in creative activities during pregnancy may enhance women's sense of emotional well-being. In addition, the findings confirm the growing body of literature that suggests that when childbearing women come together in a supportive sharing environment an opportunity is created whereby women learn or regain their cultural knowledge about birth and feel confident to make the decisions that best meet their own individual needs and preferences. Although the creative activities program was not designed to prepare women for birth it facilitated the sharing of information which appeared to increase the women's confidence and sense of competence to give birth and transition into motherhood.
... Several previous inter- vention studies that provided educational support during this critical period have shown success; however, the focus remained only on primiparas ( Shaw et al. 2006, Ngai et al. 2009, Shorey et al. 2015a). Fathers and multiparas mothers are often neglected in postnatal educational programmes (McKellar et al. 2008). New fathers have verbalized the need of being involved in educational programmes (Early 2001, McKellar et al. 2008, Genesoni & Tallandini 2009 as they feel frustrated and inadequate for being unable to be involved in baby care tasks and to provide the needed support for their partners. ...
... Fathers and multiparas mothers are often neglected in postnatal educational programmes (McKellar et al. 2008). New fathers have verbalized the need of being involved in educational programmes (Early 2001, McKellar et al. 2008, Genesoni & Tallandini 2009 as they feel frustrated and inadequate for being unable to be involved in baby care tasks and to provide the needed support for their partners. Previous studies have also shown that despite hav- ing a child before, multiparas face challenges in the early postpartum period as their older children may challenge the mother's ability to cope to the demands of a new baby while responding to the needs of their older children ( Salonen et al. 2014). ...
... Based on Bandura's self-efficacy theory (Bandura 1997), the 'Home-but not Alone' mHealth App intervention was planned to support parents during the crucial and stressful first 4 weeks of postpartum (Kapp 1998, McKellar et al. 2008. As per the self-efficacy theory (Bandura 1997), the four components including mastery experience (personal prior experiences in performing the task), vicarious experi- ence (learning from similar others), verbal persuasion (re- ceiving feedback on their performance of tasks) and physical and affective state of an individual's influences on self-efficacy, which is their belief in their ability to per- form certain tasks. ...
Background:
Supportive educational programs during the perinatal period are scarce in Singapore. There is no continuity of care available in terms of support from community care nurses in Singapore. Parents are left on their own most of the time, which results in a stressful transition to parenthood. There is a need for easily accessible technology-based educational programs that can support parents during this crucial perinatal period.
Objective:
The aim of this study was to describe the study protocol of a randomized controlled trial on a technology-based supportive educational parenting program.
Methods:
A randomized controlled two-group pretest and repeated posttest experimental design will be used. The study will recruit 118 parents (59 couples) from the antenatal clinics of a tertiary public hospital in Singapore. Eligible parents will be randomly allocated to receive either the supportive educational parenting program or routine perinatal care from the hospital. Outcome measures include parenting self-efficacy, parental bonding, postnatal depression, social support, parenting satisfaction, and cost evaluation. Data will be collected at the antenatal period, immediate postnatal period, and at 1 month and 3 months post childbirth.
Results:
Recruitment of the study participants commenced in December 2016 and is still ongoing. Data collection is projected to finish within 12 months, by December 2017.
Conclusions:
This study will identify a potentially clinically useful, effective, and cost-effective supportive educational parenting program to improve parental self-efficacy and bonding in newborn care, which will then improve parents' social support-seeking behaviors, emotional well-being, and satisfaction with parenting. It is hoped that better supported and satisfied parents will consider having more children, which may in turn influence Singapore's ailing birth rate.
Trial registration:
International Standard Randomized Controlled Trial Number (ISRCTN): 48536064; https://www.isrctn.com/ISRCTN48536064 (Archived by WebCite at http://www.webcitation.org/6wMuEysiO).
... For example, pregnant women with supportive partners are more likely to receive early antenatal care and to reduce negative health behaviours such as smoking [6] . It has become increasingly common for expectant fathers to attend and participate in antenatal care and education and there is a greater emphasis for 21 st century fathers to have an increased level of involvement in the day-to-day care of their children [7,8] . In the past few decades, it has become normal for fathers to be present throughout labour and the birth of their baby [2] . ...
... In the past few decades, it has become normal for fathers to be present throughout labour and the birth of their baby [2] . In Australia, over 90% of fathers attend the birth of their child [8] . ...
... Several previous intervention studies that provided educational support during this critical period have shown success; however, the focus remained only on primiparas (Shaw et al. 2006, Ngai et al. 2009, Shorey et al. 2015a. Fathers and multiparas mothers are often neglected in postnatal educational programmes (McKellar et al. 2008). New fathers have verbalized the need of being involved in educational programmes (Early 2001, McKellar et al. 2008, Genesoni & Tallandini 2009) as they feel frustrated and inadequate for being unable to be involved in baby care tasks and to provide the needed support for their partners. ...
... Fathers and multiparas mothers are often neglected in postnatal educational programmes (McKellar et al. 2008). New fathers have verbalized the need of being involved in educational programmes (Early 2001, McKellar et al. 2008, Genesoni & Tallandini 2009) as they feel frustrated and inadequate for being unable to be involved in baby care tasks and to provide the needed support for their partners. Previous studies have also shown that despite having a child before, multiparas face challenges in the early postpartum period as their older children may challenge the mother's ability to cope to the demands of a new baby while responding to the needs of their older children (Salonen et al. 2014). ...
... Also, the lack of effectiveness of the intervention in enhancing parenting satisfaction and decreasing depressive symptoms in a previous research (Salonen et al. 2014) suggests a dearth of theory-based interventions. Based on Bandura's self-efficacy theory (Bandura 1997), the 'Home-but not Alone' mHealth App intervention was planned to support parents during the crucial and stressful first 4 weeks of postpartum (Kapp 1998, McKellar et al. 2008. As per the self-efficacy theory (Bandura 1997), the four components including mastery experience (personal prior experiences in performing the task), vicarious experience (learning from similar others), verbal persuasion (receiving feedback on their performance of tasks) and physical and affective state of an individual's influences on self-efficacy, which is their belief in their ability to perform certain tasks. ...
AimsThe aim of this study was to describe a study protocol that evaluates the effectiveness of the Home-but not Alone' educational programme delivered via a mobile health application in improving parenting outcomes. Background
The development in mobile-based technology gives us the opportunity to develop an accessible educational programme that can be potentially beneficial to new parents. However, there is a scarcity of theory-based educational programmes that have incorporated technology such as a mobile health application in the early postpartum period. DesignA randomized controlled trial with a two-group pre-test and post-test design. Methods
The data will be collected from 118 couples. Eligible parents will be randomly allocated to either a control group (receiving routine care) or an intervention group (routine care plus access to the Home-but not Alone' mobile health application. Outcome measures comprise of parenting self-efficacy, social support, parenting satisfaction and postnatal depression. Data will be collected at the baseline (on the day of discharge) and at four weeks postpartum. DiscussionThis will be an empirical study that evaluates a theory-based educational programme delivered via an innovative mobile health application on parental outcomes. Results from this study will enhance parenting self-efficacy, social support and parenting satisfaction, which may then reduce parental risks of postnatal depression.
... Importantly, it appears that in the transitional period to fatherhood, men are receptive and motivated to learn new information (McKellar, Pincombe, & Henderson, 2008). Thus, expectant or new fatherhood would seem a timely and advantageous opportunity to provide health promotion information for the benefit of the men, their partners and their infants. ...
Objective: The project aimed to test of the quality and acceptability of researcher-developed Short Message Service (SMS) messages designed to support fathers of infants aged 12 months or less. Background: The findings of previous studies suggest antenatal and postnatal depression among fathers’ impacts negatively on the health of family members. Method: Draft messages were first modified based on expert review. In a second phase, parents (mothers n = 56; fathers n = 46; unknown n = 4) were recruited through two early childhood parenting services to rate the clarity, usefulness and relevance of the 70 SMS messages using a paper-based survey. In a third phase, 15 fathers were recruited to receive texts at different times over three weeks. Results: Findings suggest that SMS items were easily understood by the majority of parents, with only 3% of responses indicating an item was ‘not easily understood’. Feedback from parents indicated that negatively rated SMS messages were considered as either poorly phrased, lacking enough information or as not offering sufficient support. The majority (88%) of the SMS items were also rated as ‘useful’ by the parents. Conclusion: Fathers’ responses indicated that receiving the texts at different times was acceptable and that message content was relevant to their fathering. The study has produced a set of brief text messages suitable and acceptable to new fathers and their partners.
... In addition, some of the participants in the reviewed studies shared that they had an interest in learning about things in the postnatal period. However, at that time, their current prenatal expectations and needs seemed to have overshadowed the postnatal ones, an issue that McKellar et al. (2008) is in full agreement with. Renkert and Nutbeam (2001) provide contrasting perspectives from among healthcare providers who argue that first-time parents do not have the foresight into their potential needs for the period of early parenthood. ...
... The period of pregnancy through to the early postnatal period can be seen as a time of disorganization for the conjugal couple who have to deal with a lot of changes that are occurring. Interventions in prenatal education classes should not only focus on and end with the birth of a child, but it is during this period of disorganization, especially the early postnatal period that parenthood education could be more enforced (Meleis et al., 2000;Schmied et al., 2002;McKellar et al., 2008). Given that since expectant parent's postnatal needs are overshadowed by their prenatal needs, continuity of care and interventions should prolong into the early postnatal period to help the new parents reach a healthy period of reorganization (Schmied et al., 2002). ...
Objective:
contribute to the existing body of knowledge about the specific needs of first-time parents specifically for early parenthood.
Method:
the databases PubMed, MEDLINE, PSYCINFO, CINAHL, EMBASE, Family Studies Abstracts, and Web of Science, were searched using search terms: prenatal, antenatal, preparation, education, parents, parenthood. The meta-synthesis included 12 articles representing 12 studies. The meta-ethnographic approach of Nobilt and Hare was used in the meta-synthesis.
Synthesis and findings:
first-time expectant and new parents reflect a need for antenatal education to actively include male partners pre- and postnatal. Participants wished for early and realistic information about parenting skills, and to have the opportunity to seek support and help from health professionals when need arose especially during the early postnatal period. Another element was the need to learn both from peers and other new parents coming as guest speakers. Participants wished to have been well informed ahead of time, about the possible changes in their conjugal relationship and the related coping strategies.
Key conclusions:
equal emphasis should be placed both during the prenatal and postnatal periods in antenatal education classes.
Implications for practice:
interventions aiming at enhancing positive transitions to parenthood could be introduced early during the postnatal period. Parenthood education classes could adopt adult learning strategies that are participatory, and experiential in nature.
