Prenatal versus postnatal parents' readiness to learn infant care skills;
citation_date
1987-08
Description
This research sought to determine if a relationship existed between the timing of infant care classes (prenatally and postnatally) and the amount of knowledge gained. In this study, 22 prenatal parents and 14 postnatal parents were given the same 2-hour infant care class. The amount of knowledge gained by each participant was determined by comparing pre- and posttest scores. Results were statistically significant (p < .01) in suggesting that most parents learned some information from the class. Fathers tended to gain the same amount of knowledge regardless of when they received the instruction. Mothers, on the other hand, gained significantly more knowledge when taught in the prenatal period (p < .10). The outcome of this study may have been influenced by small sample size and by distraction caused by infants at the postnatal classes. Regardless of the outcome, this study suggested that infant care education for new parents is important. Further study is needed to determine if a true relationship exists between the timing of infant care education and the amount of knowledge gained.
Digital reproduction of “Prenatal versus postnatal parents' readiness to learn infant care skills.” Spencer S. Eccles Health Sciences Library. Print version of “Prenatal versus postnatal parents' readiness to learn infant care skills.” available at J. Willard Marriott Library Special Collection. RJ 25.5 1987 S95.
