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Changes to provision of childbirth education during COVID-19 and its implications for ongoing service delivery - An
Kate M Levett1, Jack McLean2, Kerry L Sutcliffe2
1The University of Notre Dame, School of Medicine, Australia; Collective for Midwifery, Child and Family Health, University of Technology Sydney, Australia; NICM Health Research Institute, and THRI, Western Sydney University, Australia; Translational Health Research Institute, Western Sydney University, Australia.
Background:
Childbirth and parenting education (CBPE) programs provide participants with information about pregnancy and labour and have a multitude of positive health impacts. During COVID-19, many CBPE classes ceased or transitioned to an online format, significantly impacting pregnant women across Australia. Little is known about the provision and delivery of CBPE in Australia during the COVID-19 pandemic from the perspective of CBPE educators and hospital managers, regarding its impact on staff and implications for ongoing service delivery.
Methods:
The PACS study was an online survey distributed through CBPE networks across Australia, including via Childbirth and Parenting Educators of Australia (CAPEA) and the NSW Parenting, Birth and Early Parenting Education Coordinators Network.
Results:
From the 67 responses received, there was a substantial shift toward online delivery, however, there was an overall decrease in the number of classes provided. Respondents reported that CBPE was not prioritised by management during the pandemic, citing increased workloads, and a lack of access to equipment, infrastructure and support. Educators adapted over time, however, the loss of social connection and participant engagement was the main barrier to service delivery and raises concerns regarding ongoing services.
Conclusion:
Health systems should ensure there is adequate technological infrastructure, equipment, consultation and support for CBPE to make a positive transition to online and hybrid services and for future proofing delivery. It is essential that greater prioritisation and investment in educator staffing, consultation and training is provided, as well as further research into improving the quality of classes for continued delivery of high-quality education.
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