Qualitative Descriptive Study of Childbirth Educators’ Perspectives on Prenatal Education for Women With Physical Disability

Abstract

ObjectiveTo explore the knowledge, experiences, and perceptions of childbirth educators about providing childbirth education to women with physical disability. DesignQualitative descriptive design. SettingTelephone interviews. ParticipantsSeventeen childbirth educators. MethodsWe used a semistructured interview guide to explore participants’ knowledge, experiences, and perceptions of providing childbirth education to women with physical disability. We audio recorded, transcribed, and analyzed the interviews using content analysis. ResultsWe identified four themes: Importance of Childbirth Education for All Women, Inadequate Knowledge About Physical Disability, Willingness to Learn About Physical Disability, and Misconceptions and Assumptions About Women With Physical Disability. ConclusionParticipants reported little knowledge about the needs of pregnant women with physical disability and limited experience with them in childbirth education classes. They reported eagerness to learn about disability and its effect on pregnancy to help provide meaningful education to women with physical disability. Childbirth educators need to develop and implement innovative approaches to reach women with physical disability, provide information relevant to their needs, and address the misconceptions and assumptions they may have about women with physical disability and pregnancy.