Format

Send to

Choose Destination
See comment in PubMed Commons below
Midwifery. 2003 Jun;19(2):140-7.

A qualitative study of pregnant teenagers' perceptions of the acceptability of a nutritional education intervention.

Author information

1
School of Nursing & Midwifery, University of Dundee, Dundee DD1 9SY, UK. a.g.symon@snm.dundee.ac.uk

Abstract

OBJECTIVE:

in order to assess the feasibility of nutritional education intervention sessions for pregnant teenagers, standard dietary assessment schedules were supplemented by a qualitative appraisal. Reported in this paper are the perceptions of pregnant teenagers who attended one or more of these sessions.

DESIGN:

qualitative study using a phenomenological approach. Data were collected using semi-structured tape-recorded group interviews.

SETTING:

two community centres and one maternity unit in Tayside, Scotland.

PARTICIPANTS:

ten pregnant teenagers aged 16-18 years.

INTERVENTIONS:

all had attended one or more of a series of food preparation sessions led by a midwife. Food to take away was provided, as were supermarket vouchers.

FINDINGS:

those who attended found the sessions to be social, educational, and practical. These young women appreciated being in a group which did not include 'older' pregnant women. To a limited extent they had changed their dietary habits at home. Food to take home was a significant attraction. Some of the teenagers sought maternity-related information from the midwife leading the session.

KEY CONCLUSIONS:

nutritional education remains an important public health issue. Despite offering a range of incentives, attracting teenagers to these sessions was difficult, making their economic feasibility questionable.

IMPLICATIONS FOR PRACTICE:

with better recruitment, such sessions could form an important part of improving nutrition and overall health for current and future generations.

PMID:
12809634
[Indexed for MEDLINE]
PubMed Commons home

PubMed Commons

0 comments
How to join PubMed Commons

    Supplemental Content

    Full text links

    Icon for Elsevier Science
    Loading ...
    Support Center