| Description |
Patients who are engaged with their health care, experience better health outcomes (Miller, 2016). " Better outcomes start with better education" (Customized Communications Inc, n.d., para 1). Prenatal education comes in a variety of forms. Multiple studies have shown that pregnant women are turning to the internet to gather information due to the prenatal visit not fulfilling that need (Kraschnewski et al., 2014; Lagan, Sinclair, Kernohan, 2011; Vamos, Merrell, and Detman 2019; Lima-Pereira, Bermúdez-Tamayo, & Jasienska, 2011). Further research reported that the majority of fathers to be are also searching for information on the internet. They concluded that providers need to be recommending credible websites during antenatal care (Oscarsson, Medin, Holmström, & Lendahls, 2018). According to Marcia Pugh, "the web offers some excellent resources, but it is imperative to know the good, the bad and the ugly of online information if patients are to retrieve quality educational experiences" (Pugh, 2011, p. 13). In 2016, an article published in BMC Pregnancy and Childbirth, reported women search the internet at least once a month during pregnancy. Most of the women did not discuss the information they retrieved with their provider (Sayakhot & Carolan-Olah, 2016). Another study reported that almost all the women in their study used the internet as a source of pregnancy-related information (Bjelke, Martinsson, Lendahls, & Oscarsson, 2016). However, that information caused feelings of worry. It was suggested that provider recommendations are needed to guide women to suitable web pages (Bjelke, Martinsson, Lendahls, & Oscarsson, 2016). As healthcare providers, we have the opportunity and duty to provide prenatal education that is current, evidence-based, easily accessible, and meets the needs of the patient. University of Utah Women's Health Services has identified a need for improvement in prenatal education materials. The project started approximately four years ago. A small focus group was done to survey patients about current prenatal education materials and identify the gaps. The patient feedback included a preference for digital, searchable, and easily accessible material, including links to hospital and clinic websites. Similar results were found in a study exploring pregnant women's experiences in accessing, understanding, evaluating, communicating, and using health information and services during pregnancy (Vamos, Merrell, Detman, Louis, & Daley, 2019). Currently, each clinic has created its own packet of education materials. The packet contains the book Great Expectations: A guide for prenatal care. As well as copies of copies of information they have deemed as relevant information for patients. Materials vary widely across the OB community clinics. A team of stakeholders came together to review the current materials and propose moving to a digital format. The purpose of this project is to improve the prenatal education materials for the patients receiving care at the University of Utah Health. |
