| Objective:To investigate the status of prenatal depression and self-efficacy among pregnant women inYanbian area; to evaluate the effect of classroom on depressing and among childbirth self-efficacy.Methods:It was a quasi-experimental research of one group pretes-posttest design, using convenience sampling method from 2013 September to 2014 March in Yanbian Maternal and Child Health-Care Hospital of pregnant women.100 questionnaires were sent and the amount of 91 was collected. The effective rate was 91%. The "general situation questionnaire", "self rating Depression Scale (SDS)M, "Chinese simplified version of childbirth self-efficacy scale" (CBSEI-32) prenatal depression index was used in the study. The data were analyzed by statistical software SPSS22.0. T-test, OneWay ANOVA was conducted to analyse the effect of intervention on prenatal depression and childbirth self-efficacy, and to analyse the prenatal depression and childbirth self-efficacy on demographic characteristics and production characteristics.Results:(1) Before intervention,48 participants were in normal mood, accounted for 52.7%,36 participants were in mild depression which accounted for 39.6%, and 7 participants were in moderate depression which accounted for 7.7%. After intervention of pregnant classroom,57 participants were in the normal mood, accounting for 62.6%,28 participants were in mild depression, accounting for 30.8%, and 6 people were in depression which accounting for 6.6%. After the intervention, the number of participants who were in normal emotion has been increased.(2) The average of intervention for depression index was 50.93±8.53 and the average score for the prognosis of the stem was 49.37±8.46. The results showed that the degree of depression in the study decresed statistically significant (P<0.05) after intervention. And after four times of training class for pregnant women, most of the single index of depression also statistically significant (P<0.05).(3) Before intervention, the number of family members and the prenatal depression has significant correcation (P<0.05), and after intervention, their career and their relationship with their husbands had significant relationship with prenatal depression (P<0.05). Times of giving birth, whether it is planned pregnancy, the times of abortion, infertility background didn’t has relationship with prenatal depression (P>0.05).(4) Self-efficacy in the pretest (89.76±12.56) had significant difference with those in the posttest (100.96±11.047), P<0,01; before the intervention expected results in the pretest (46.81±6.81) had significant difference with those in the posttest (51.50±5.56), P<0.01. Before intervention, the self-efficacy expectation in the pretest (42.94±6.83) had significant difference with those in the posttest (49.40±6.36), P<0.01.(5) In the pretest, childbirth self-efficacy had significant relationship except age, technology through the delivery process and the relationship between mother-in-law, (P<0.01), In the posttest the childbirth self efficacy had no significant relationship with demographic characteristics (P>0.05).Conclusion:(1) Pregnant women had high level of prenatal depression.(2) Pregnant women classroom could effectively reduce the status of maternal prenatal depression.(3) Pregnant women classroom could effectively improve the status maternal childbirth self efficacy. |
PDF Full Text Request