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Published on: January 12, 2018
Traversing Traditions: Prenatal Care and Birthing Practice Preferences Among Black Women in North Florida
Megan E Deichen Hansen1, Brittny A James2, Inam Sakinah3
1Department of Behavioral Sciences and Social Medicine, College of Medicine, Florida State University, Tallahassee, FL.
Objective:
Our goal was to explore prenatal practices and birthing experiences among Black women living in an urban North Florida community.
Design:
Non-random qualitative study.
Setting:
Private spaces at a convenient location selected by the participant.
Participants:
Eleven Black women, aged 25-36 years, who were either pregnant or had given birth at least once in the past five years in North Florida.
Methods:
Semi-structured interviews were completed in July 2017, followed by thematic analysis of interview transcripts.
Results:
Four main themes emerged: a) decision-making strategies for employing alternative childbirth preparation (ie, midwives, birthing centers, and doulas); b) having access to formal community resources to support their desired approaches to perinatal care; c) seeking advice from women with similar perspectives on birthing and parenting; and d) being confident in one's decisions. Despite seeking to incorporate "alternative" methods into their birthing plans, the majority of our participants ultimately delivered in-hospital.
Conclusions:
Preliminary results suggest that culturally relevant and patient-centered decision-making might enhance Black women's perinatal experience although further research is needed to see if these findings are generalizable to a heterogenous US Black population. Implications for childbirth educators and health care professionals include: 1) recognizing the importance of racially and professionally diverse staffing in obstetric care practices; 2) empowering patients to communicate and achieve their childbirth desires; 3) ensuring an environment that is not only free of discrimination and disrespect, but that embodies respect (as perceived by patients of varied racial backgrounds) and cultural competence; and, 4) providing access to education and care outside of traditional work hours.
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