Effect of antenatal education on childbirth self-efficacy: A systematic-review and meta-analysis
Abstract Childbirth self-efficacy is useful measure for maternal well-being and a wide variety of improved perinatal outcomes. The present systematic review and meta-analysis aims to examine the effectiveness of antenatal education on childbirth self-efficacy level of pregnant women. The systematic...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Demirci, Ayse Deliktas [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2021 |
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| Schlagwörter: |
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| Anmerkung: |
© The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 |
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| Übergeordnetes Werk: |
Enthalten in: Current psychology - New York, NY : Springer, 1988, 42(2021), 14 vom: 27. Okt., Seite 11367-11377 |
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| Übergeordnetes Werk: |
volume:42 ; year:2021 ; number:14 ; day:27 ; month:10 ; pages:11367-11377 |
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| DOI / URN: |
10.1007/s12144-021-02418-8 |
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| Katalog-ID: |
SPR051910586 |
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| 520 | |a Abstract Childbirth self-efficacy is useful measure for maternal well-being and a wide variety of improved perinatal outcomes. The present systematic review and meta-analysis aims to examine the effectiveness of antenatal education on childbirth self-efficacy level of pregnant women. The systematic searches were conducted in nine databases in July 2019. The PRISMA checklist was used. The quality of studies was evaluated by two researchers. The random-effect model was used in the present meta-analysis. The heterogeneity tests, moderator and sensitivity analyses were performed. There were eligible seven articles. Antenatal education had a large, positive effect on outcome expectancy (Effect size = 3.817, 95% CI 1.71 to 5.93, p = .000) and efficacy expectancy (Effect size = 3.520, 95% CI 1.67 to 5.37, p = .000). Substantial evidence suggested high heterogeneity. Antenatal education is effective in promoting women’s belief in themselves about not only ability of coping with birth, but also desired outcome of coping behavior which is effective in achieving a positive birth experience. Health professionals should provide antenatal education to promote women’s belief about their behavior during the birth process. There are need further studies by considering suggestions of the present study. | ||
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10.1007/s12144-021-02418-8 doi (DE-627)SPR051910586 (SPR)s12144-021-02418-8-e DE-627 ger DE-627 rakwb eng Demirci, Ayse Deliktas verfasserin (orcid)0000-0003-0872-2043 aut Effect of antenatal education on childbirth self-efficacy: A systematic-review and meta-analysis 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 Abstract Childbirth self-efficacy is useful measure for maternal well-being and a wide variety of improved perinatal outcomes. The present systematic review and meta-analysis aims to examine the effectiveness of antenatal education on childbirth self-efficacy level of pregnant women. The systematic searches were conducted in nine databases in July 2019. The PRISMA checklist was used. The quality of studies was evaluated by two researchers. The random-effect model was used in the present meta-analysis. The heterogeneity tests, moderator and sensitivity analyses were performed. There were eligible seven articles. Antenatal education had a large, positive effect on outcome expectancy (Effect size = 3.817, 95% CI 1.71 to 5.93, p = .000) and efficacy expectancy (Effect size = 3.520, 95% CI 1.67 to 5.37, p = .000). Substantial evidence suggested high heterogeneity. Antenatal education is effective in promoting women’s belief in themselves about not only ability of coping with birth, but also desired outcome of coping behavior which is effective in achieving a positive birth experience. Health professionals should provide antenatal education to promote women’s belief about their behavior during the birth process. There are need further studies by considering suggestions of the present study. Antenatal education (dpeaa)DE-He213 Childbirth self-efficacy (dpeaa)DE-He213 Meta-analysis (dpeaa)DE-He213 Normal birth (dpeaa)DE-He213 Pregnant women (dpeaa)DE-He213 Promote normal birth (dpeaa)DE-He213 Kochan, Merve aut Kabukcuoglu, Kamile aut Enthalten in Current psychology New York, NY : Springer, 1988 42(2021), 14 vom: 27. Okt., Seite 11367-11377 (DE-627)320612821 (DE-600)2021598-8 1936-4733 nnns volume:42 year:2021 number:14 day:27 month:10 pages:11367-11377 https://dx.doi.org/10.1007/s12144-021-02418-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 42 2021 14 27 10 11367-11377 |
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10.1007/s12144-021-02418-8 doi (DE-627)SPR051910586 (SPR)s12144-021-02418-8-e DE-627 ger DE-627 rakwb eng Demirci, Ayse Deliktas verfasserin (orcid)0000-0003-0872-2043 aut Effect of antenatal education on childbirth self-efficacy: A systematic-review and meta-analysis 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 Abstract Childbirth self-efficacy is useful measure for maternal well-being and a wide variety of improved perinatal outcomes. The present systematic review and meta-analysis aims to examine the effectiveness of antenatal education on childbirth self-efficacy level of pregnant women. The systematic searches were conducted in nine databases in July 2019. The PRISMA checklist was used. The quality of studies was evaluated by two researchers. The random-effect model was used in the present meta-analysis. The heterogeneity tests, moderator and sensitivity analyses were performed. There were eligible seven articles. Antenatal education had a large, positive effect on outcome expectancy (Effect size = 3.817, 95% CI 1.71 to 5.93, p = .000) and efficacy expectancy (Effect size = 3.520, 95% CI 1.67 to 5.37, p = .000). Substantial evidence suggested high heterogeneity. Antenatal education is effective in promoting women’s belief in themselves about not only ability of coping with birth, but also desired outcome of coping behavior which is effective in achieving a positive birth experience. Health professionals should provide antenatal education to promote women’s belief about their behavior during the birth process. There are need further studies by considering suggestions of the present study. Antenatal education (dpeaa)DE-He213 Childbirth self-efficacy (dpeaa)DE-He213 Meta-analysis (dpeaa)DE-He213 Normal birth (dpeaa)DE-He213 Pregnant women (dpeaa)DE-He213 Promote normal birth (dpeaa)DE-He213 Kochan, Merve aut Kabukcuoglu, Kamile aut Enthalten in Current psychology New York, NY : Springer, 1988 42(2021), 14 vom: 27. Okt., Seite 11367-11377 (DE-627)320612821 (DE-600)2021598-8 1936-4733 nnns volume:42 year:2021 number:14 day:27 month:10 pages:11367-11377 https://dx.doi.org/10.1007/s12144-021-02418-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 42 2021 14 27 10 11367-11377 |
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10.1007/s12144-021-02418-8 doi (DE-627)SPR051910586 (SPR)s12144-021-02418-8-e DE-627 ger DE-627 rakwb eng Demirci, Ayse Deliktas verfasserin (orcid)0000-0003-0872-2043 aut Effect of antenatal education on childbirth self-efficacy: A systematic-review and meta-analysis 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 Abstract Childbirth self-efficacy is useful measure for maternal well-being and a wide variety of improved perinatal outcomes. The present systematic review and meta-analysis aims to examine the effectiveness of antenatal education on childbirth self-efficacy level of pregnant women. The systematic searches were conducted in nine databases in July 2019. The PRISMA checklist was used. The quality of studies was evaluated by two researchers. The random-effect model was used in the present meta-analysis. The heterogeneity tests, moderator and sensitivity analyses were performed. There were eligible seven articles. Antenatal education had a large, positive effect on outcome expectancy (Effect size = 3.817, 95% CI 1.71 to 5.93, p = .000) and efficacy expectancy (Effect size = 3.520, 95% CI 1.67 to 5.37, p = .000). Substantial evidence suggested high heterogeneity. Antenatal education is effective in promoting women’s belief in themselves about not only ability of coping with birth, but also desired outcome of coping behavior which is effective in achieving a positive birth experience. Health professionals should provide antenatal education to promote women’s belief about their behavior during the birth process. There are need further studies by considering suggestions of the present study. Antenatal education (dpeaa)DE-He213 Childbirth self-efficacy (dpeaa)DE-He213 Meta-analysis (dpeaa)DE-He213 Normal birth (dpeaa)DE-He213 Pregnant women (dpeaa)DE-He213 Promote normal birth (dpeaa)DE-He213 Kochan, Merve aut Kabukcuoglu, Kamile aut Enthalten in Current psychology New York, NY : Springer, 1988 42(2021), 14 vom: 27. Okt., Seite 11367-11377 (DE-627)320612821 (DE-600)2021598-8 1936-4733 nnns volume:42 year:2021 number:14 day:27 month:10 pages:11367-11377 https://dx.doi.org/10.1007/s12144-021-02418-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 42 2021 14 27 10 11367-11377 |
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10.1007/s12144-021-02418-8 doi (DE-627)SPR051910586 (SPR)s12144-021-02418-8-e DE-627 ger DE-627 rakwb eng Demirci, Ayse Deliktas verfasserin (orcid)0000-0003-0872-2043 aut Effect of antenatal education on childbirth self-efficacy: A systematic-review and meta-analysis 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 Abstract Childbirth self-efficacy is useful measure for maternal well-being and a wide variety of improved perinatal outcomes. The present systematic review and meta-analysis aims to examine the effectiveness of antenatal education on childbirth self-efficacy level of pregnant women. The systematic searches were conducted in nine databases in July 2019. The PRISMA checklist was used. The quality of studies was evaluated by two researchers. The random-effect model was used in the present meta-analysis. The heterogeneity tests, moderator and sensitivity analyses were performed. There were eligible seven articles. Antenatal education had a large, positive effect on outcome expectancy (Effect size = 3.817, 95% CI 1.71 to 5.93, p = .000) and efficacy expectancy (Effect size = 3.520, 95% CI 1.67 to 5.37, p = .000). Substantial evidence suggested high heterogeneity. Antenatal education is effective in promoting women’s belief in themselves about not only ability of coping with birth, but also desired outcome of coping behavior which is effective in achieving a positive birth experience. Health professionals should provide antenatal education to promote women’s belief about their behavior during the birth process. There are need further studies by considering suggestions of the present study. Antenatal education (dpeaa)DE-He213 Childbirth self-efficacy (dpeaa)DE-He213 Meta-analysis (dpeaa)DE-He213 Normal birth (dpeaa)DE-He213 Pregnant women (dpeaa)DE-He213 Promote normal birth (dpeaa)DE-He213 Kochan, Merve aut Kabukcuoglu, Kamile aut Enthalten in Current psychology New York, NY : Springer, 1988 42(2021), 14 vom: 27. Okt., Seite 11367-11377 (DE-627)320612821 (DE-600)2021598-8 1936-4733 nnns volume:42 year:2021 number:14 day:27 month:10 pages:11367-11377 https://dx.doi.org/10.1007/s12144-021-02418-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 42 2021 14 27 10 11367-11377 |
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10.1007/s12144-021-02418-8 doi (DE-627)SPR051910586 (SPR)s12144-021-02418-8-e DE-627 ger DE-627 rakwb eng Demirci, Ayse Deliktas verfasserin (orcid)0000-0003-0872-2043 aut Effect of antenatal education on childbirth self-efficacy: A systematic-review and meta-analysis 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 Abstract Childbirth self-efficacy is useful measure for maternal well-being and a wide variety of improved perinatal outcomes. The present systematic review and meta-analysis aims to examine the effectiveness of antenatal education on childbirth self-efficacy level of pregnant women. The systematic searches were conducted in nine databases in July 2019. The PRISMA checklist was used. The quality of studies was evaluated by two researchers. The random-effect model was used in the present meta-analysis. The heterogeneity tests, moderator and sensitivity analyses were performed. There were eligible seven articles. Antenatal education had a large, positive effect on outcome expectancy (Effect size = 3.817, 95% CI 1.71 to 5.93, p = .000) and efficacy expectancy (Effect size = 3.520, 95% CI 1.67 to 5.37, p = .000). Substantial evidence suggested high heterogeneity. Antenatal education is effective in promoting women’s belief in themselves about not only ability of coping with birth, but also desired outcome of coping behavior which is effective in achieving a positive birth experience. Health professionals should provide antenatal education to promote women’s belief about their behavior during the birth process. There are need further studies by considering suggestions of the present study. Antenatal education (dpeaa)DE-He213 Childbirth self-efficacy (dpeaa)DE-He213 Meta-analysis (dpeaa)DE-He213 Normal birth (dpeaa)DE-He213 Pregnant women (dpeaa)DE-He213 Promote normal birth (dpeaa)DE-He213 Kochan, Merve aut Kabukcuoglu, Kamile aut Enthalten in Current psychology New York, NY : Springer, 1988 42(2021), 14 vom: 27. Okt., Seite 11367-11377 (DE-627)320612821 (DE-600)2021598-8 1936-4733 nnns volume:42 year:2021 number:14 day:27 month:10 pages:11367-11377 https://dx.doi.org/10.1007/s12144-021-02418-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 42 2021 14 27 10 11367-11377 |
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The present systematic review and meta-analysis aims to examine the effectiveness of antenatal education on childbirth self-efficacy level of pregnant women. The systematic searches were conducted in nine databases in July 2019. The PRISMA checklist was used. The quality of studies was evaluated by two researchers. The random-effect model was used in the present meta-analysis. The heterogeneity tests, moderator and sensitivity analyses were performed. There were eligible seven articles. Antenatal education had a large, positive effect on outcome expectancy (Effect size = 3.817, 95% CI 1.71 to 5.93, p = .000) and efficacy expectancy (Effect size = 3.520, 95% CI 1.67 to 5.37, p = .000). Substantial evidence suggested high heterogeneity. Antenatal education is effective in promoting women’s belief in themselves about not only ability of coping with birth, but also desired outcome of coping behavior which is effective in achieving a positive birth experience. 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Demirci, Ayse Deliktas |
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Effect of antenatal education on childbirth self-efficacy: A systematic-review and meta-analysis Antenatal education (dpeaa)DE-He213 Childbirth self-efficacy (dpeaa)DE-He213 Meta-analysis (dpeaa)DE-He213 Normal birth (dpeaa)DE-He213 Pregnant women (dpeaa)DE-He213 Promote normal birth (dpeaa)DE-He213 |
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effect of antenatal education on childbirth self-efficacy: a systematic-review and meta-analysis |
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Effect of antenatal education on childbirth self-efficacy: A systematic-review and meta-analysis |
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Abstract Childbirth self-efficacy is useful measure for maternal well-being and a wide variety of improved perinatal outcomes. The present systematic review and meta-analysis aims to examine the effectiveness of antenatal education on childbirth self-efficacy level of pregnant women. The systematic searches were conducted in nine databases in July 2019. The PRISMA checklist was used. The quality of studies was evaluated by two researchers. The random-effect model was used in the present meta-analysis. The heterogeneity tests, moderator and sensitivity analyses were performed. There were eligible seven articles. Antenatal education had a large, positive effect on outcome expectancy (Effect size = 3.817, 95% CI 1.71 to 5.93, p = .000) and efficacy expectancy (Effect size = 3.520, 95% CI 1.67 to 5.37, p = .000). Substantial evidence suggested high heterogeneity. Antenatal education is effective in promoting women’s belief in themselves about not only ability of coping with birth, but also desired outcome of coping behavior which is effective in achieving a positive birth experience. Health professionals should provide antenatal education to promote women’s belief about their behavior during the birth process. There are need further studies by considering suggestions of the present study. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 |
| abstractGer |
Abstract Childbirth self-efficacy is useful measure for maternal well-being and a wide variety of improved perinatal outcomes. The present systematic review and meta-analysis aims to examine the effectiveness of antenatal education on childbirth self-efficacy level of pregnant women. The systematic searches were conducted in nine databases in July 2019. The PRISMA checklist was used. The quality of studies was evaluated by two researchers. The random-effect model was used in the present meta-analysis. The heterogeneity tests, moderator and sensitivity analyses were performed. There were eligible seven articles. Antenatal education had a large, positive effect on outcome expectancy (Effect size = 3.817, 95% CI 1.71 to 5.93, p = .000) and efficacy expectancy (Effect size = 3.520, 95% CI 1.67 to 5.37, p = .000). Substantial evidence suggested high heterogeneity. Antenatal education is effective in promoting women’s belief in themselves about not only ability of coping with birth, but also desired outcome of coping behavior which is effective in achieving a positive birth experience. Health professionals should provide antenatal education to promote women’s belief about their behavior during the birth process. There are need further studies by considering suggestions of the present study. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 |
| abstract_unstemmed |
Abstract Childbirth self-efficacy is useful measure for maternal well-being and a wide variety of improved perinatal outcomes. The present systematic review and meta-analysis aims to examine the effectiveness of antenatal education on childbirth self-efficacy level of pregnant women. The systematic searches were conducted in nine databases in July 2019. The PRISMA checklist was used. The quality of studies was evaluated by two researchers. The random-effect model was used in the present meta-analysis. The heterogeneity tests, moderator and sensitivity analyses were performed. There were eligible seven articles. Antenatal education had a large, positive effect on outcome expectancy (Effect size = 3.817, 95% CI 1.71 to 5.93, p = .000) and efficacy expectancy (Effect size = 3.520, 95% CI 1.67 to 5.37, p = .000). Substantial evidence suggested high heterogeneity. Antenatal education is effective in promoting women’s belief in themselves about not only ability of coping with birth, but also desired outcome of coping behavior which is effective in achieving a positive birth experience. Health professionals should provide antenatal education to promote women’s belief about their behavior during the birth process. There are need further studies by considering suggestions of the present study. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 |
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Effect of antenatal education on childbirth self-efficacy: A systematic-review and meta-analysis |
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https://dx.doi.org/10.1007/s12144-021-02418-8 |
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Kochan, Merve Kabukcuoglu, Kamile |
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10.1007/s12144-021-02418-8 |
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2024-07-04T00:23:42.094Z |
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| score |
7.399987 |