Document Type : Original Research Article
Authors
1
Associated Professor, Department of Health Education and Promotion, School of Health, Shiraz University of Medical Sciences, Shiraz, Iran
2
MSc in Epidemiology, Department of Epidemiology, School of Health, Shiraz University of Medical Sciences, Shiraz, Iran
3
Professor, Department of Health Education and Promotion, School of Health, Shiraz University of Medical Sciences, Shiraz, Iran
4
Professor, Department of Epidemiology, School of Health, Shiraz University of Medical Sciences, Shiraz, Iran
5
MSc in Midwifery, Department of Midwifery, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
10.22038/jmrh.2023.65280.1901
Abstract
Background & aim: The limitation of mother’s awareness of fetal development leads to anxiety in mothers and may harm maternal-fetal attachment. This study investigated the effect of an educational program based on the Theory of Planned Behavior (TPB) on Maternal-Fetal Attachment (MFA) in primigravid women.
Methods: This quasi-experimental study was conducted on 106 couples (53 in each groups) from four health centers using a convenience sampling method in Ahvaz, Iran, in 2016–2017. The standard questionnaire of Cranley's Mother-Fetus Attachment and a researcher-made questionnaire focused on maternal role based on the theory of planned behavior was used to collect data. Pregnant women completed the questionnaires using the self-report method. The intervention group participated in six training sessions on maternal-fetal attachment. Both groups were evaluated before and four weeks after the intervention. Data were analyzed in SPSS-22 software using paired t-test and independent t-test.
Results: The mean score of MFA after intervention was significantly different in intervention and control groups (63.1±4.3 vs 57.8±4.3, P < 0.001). Also, a significant difference was seen between the mean scores of knowledge (5.9±3.7 vs 4.1±5.1), attitude (78.3±3.7 vs 71.2±5.1), subjective norm (45.9±1.9 vs 41.5±3.5), perceived behavioral control score (56.7±1.9 vs 50.8±3.6), and behavioral intention (12.8±2.7 vs 9.6±1.2) in two intervention and control groups (P<0.001).
Conclusion: Educational program based on TPB can be useful and effective in promoting MFA. Therefore; this model is recommended as an effective strategy for behavioral change in this field.
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