A narrative review of parental education in preparing expectant and new fathers for early parental skills

Abstract

ObjectiveTo explore expectant and new fathers' views of antenatal education classes in preparing them for early parenting skills. DesignThis review used a narrative review approach. Search strategy of electronic databases includes Medline, CINAHL, ProQuest, Scopus and PubMed. Studies from 2000 to 2018 reporting parental education in preparing early parenting skills for fathers only or if the studies were on both parents, and the results reported on the fathers were available were included in the review. FindingsThere were two quantitative and four qualitative studies. Studies were from Sweden (n = 4), United Kingdom (n = 1), and Australia (n = 1). There were three phenomenographical studies and three exploratory descriptive studies. The three key themes that emerged for expectant and new fathers were experiencing feelings of exclusion, lack of postnatal education, and need for support services. ConclusionsThe evidence suggests that the current parental education classes do not meet the needs of expectant and new fathers in early parenting skills. In order to provide expectant and new fathers with early parental skills, it is necessary to adapt the current education classes to include the needs of these men. Alternatively, to have men only classes. It is important for midwives to actively include and engage expectant and new fathers in parental education. This review has identified the need for further research and to develop strategies to involve more men in parental education.