Expectant Parents' Preferences for Teaching by Texting: Development and Usability Study of SmartMom.

Autor:	Murray JB; School of Population and Public Health, Faculty of Medicine, University of British Columbia, Vancouver, BC, Canada., Sharp A; School of Population and Public Health, Faculty of Medicine, University of British Columbia, Vancouver, BC, Canada., Munro S; Department of Obstetrics and Gynaecology, Faculty of Medicine, University of British Columbia, Vancouver, BC, Canada.; Centre for Health Evaluation and Outcome Sciences, University of British Columbia, Vancouver, BC, Canada., Janssen PA; School of Population and Public Health, Faculty of Medicine, University of British Columbia, Vancouver, BC, Canada.
Jazyk:	angličtina
Zdroj:	JMIR formative research [JMIR Form Res] 2023 Apr 18; Vol. 7, pp. e44661. Date of Electronic Publication: 2023 Apr 18.
DOI:	10.2196/44661
Abstrakt:	Background: Prenatal education encourages healthy behavioral choices and reduces rates of adverse birth outcomes. The use of mobile health (mHealth) technologies during pregnancy is increasing and changing how pregnant people acquire prenatal education. SmartMom is an evidence-based prenatal education SMS text messaging program that overcomes barriers to prenatal class attendance, including rural or remote location, cost, stigma among participants, lack of instructors, and cessation of classes during the COVID-19 pandemic. Objective: We sought to explore perceived information needs and preferences for the content and structure of prenatal education mHealth programs among persons enrolled in or eligible to enroll in SmartMom. Methods: This was a qualitative focus group study conducted as part of a development and usability study of the SmartMom program. Participants were older than 19 years of age, Canadian residents, fluent in English, and either currently pregnant or pregnant within the last year. We asked open-ended questions about information-seeking behaviors during pregnancy, the nature of the information that participants were seeking, how they wanted to receive information, and if SmartMom was meeting these needs. Focus groups took place via videoconference technology (Zoom) between August and December 2020. We used reflexive thematic analysis to identify themes that emerged from the data and the constant comparison method to compare initial coding to emerging themes. Results: We conducted 6 semistructured focus groups with 16 participants. All participants reported living with a partner and owning a cell phone. The majority (n=13, 81%) used at least 1 app for prenatal education. Our analysis revealed that "having reliable information is the most important thing" (theme 1); pregnant people value inclusive, local, and strength-based information (theme 2); and SMS text messages are a simple, easy, and timely modality ("It was nice to have that [information] fed to you"; theme 3). Participants perceived that SmartMom SMS text messages met their needs for prenatal education and were more convenient than using apps. SmartMom's opt-in supplemental message streams, which allowed users to tailor the program to their needs, were viewed favorably. Participants also identified that prenatal education programs were not meeting the needs of diverse populations, such as Indigenous people and LGBTQIA2S+ (lesbian, gay, bisexual, transgender, queer and/or questioning, intersex, asexual, Two-Spirit plus) communities. Conclusions: The shift toward digital prenatal education, accelerated by the COVID-19 pandemic, has resulted in a plethora of web- or mobile technology-based programs, but few of these have been evaluated. Participants in our focus groups revealed concerns about the reliability and comprehensiveness of digital resources for prenatal education. The SmartMom SMS text messaging program was viewed as being evidence-based, providing comprehensive content without searching, and permitting tailoring to individual needs through opt-in message streams. Prenatal education must also meet the needs of diverse populations. (©Jennifer B Murray, Alexander Sharp, Sarah Munro, Patricia A Janssen. Originally published in JMIR Formative Research (https://formative.jmir.org), 18.04.2023.)
Databáze:	MEDLINE
Externí odkaz:	Zobrazit plný text záznamu