Co-producing childbirth knowledge: a qualitative study of birth stories in antenatal sessions

Leah De Quattro

doi:10.1186/s12884-019-2605-z

Abstract

BackgroundBirth stories surround pregnant women. Existing research on childbirth knowledge suggests that personal accounts from family and friends play a foundational role upon which other information builds. However, among the handful of studies that specifically address the educational role of birth stories, stories appeared to have little impact on knowledge creation. This paper engages with this discussion by exploring how birth stories contributed to the co-construction of birth knowledge within the specific context of antenatal sessions. Findings draw from the pilot study of a project which seeks to understand how women use collective approaches to co-produce birth knowledge.MethodResearch data drew from participant observation of group-led Homebirth sessions (25 participants) and teacher-led National Childbirth Trust classes (18 participants). The researcher analysed transcripts using template analysis, a form of thematic content analysis, with principles from feminist ethnography and narrative analysis.ResultsStorytelling proved central to mother-to-mother antenatal group practices, providing not only information, but also a means for understanding. This educational work took place through various mechanisms: Stories (re)shaped expectations, shared practical techniques, navigated different truth claims and approaches to knowledge, and helped build supportive communities of parents. These findings emerged more prominently in group-led sessions compared to teacher-led sessions.ConclusionCompared to teacher-led norms, storytelling and other collective approaches to antenatal education provide additional resources to childbearing women. As dialogic, complex and flexible learning tools, stories offer uniquely diverse, credible and supportive messages. The next phase of this project will further investigate these findings, explore informal collective practices, and seek to evaluate the impact of collective knowledge on childbirth experiences.

Highlights

Storytelling proved central to mother-to-mother antenatal group practices, providing information, and a means for understanding
This paper focuses on this final question: How did birth stories contribute to the co-construction of birth knowledge in antenatal sessions?
Analysis of antenatal session transcripts suggested that birth-related storytelling facilitated learning through various mechanisms: Storiesshaped expectations, shared practical techniques, navigated different truth claims and approaches to knowledge, and helped build supportive communities of parents

Summary

Introduction

Existing research on childbirth knowledge suggests that personal accounts from family and friends play a foundational role upon which other information builds. This paper engages with this discussion by exploring how birth stories contributed to the co-construction of birth knowledge within the specific context of antenatal sessions. Birth knowledge research suggests that stories form a crucial part of the network of birth knowledge that women build and use in preparation for childbirth [1,2,3,4,5]. This paper engages with literature on childbirth knowledge and storytelling by focusing on the work of birth stories told within the specific context of antenatal sessions. Studies suggest that birth knowledge develops continuously and dynamically, for example as parents interpreted messages delivered by educators within the context of personal circumstances, experiences and pre-existing ideas [4, 23, 24]

Results

Discussion

Conclusion