The efficacy of integrative antenatal class (IAC) to improve the psychological well-being of pregnant mothers.

Abstract

Background: Psychological well-being is a critical component to support the mental health of pregnant mothers. This study was to determine the efficacy of implementing psychoeducational interventions to improve the psychological well-being of pregnant mothers.

Materials and method: This research method uses a qualitative descriptive and quantitative design with a quasi-experimental design. We design the psychoeducational intervention to improve the psychological well-being of pregnant mothers. Intervention development uses the Behavior Centered Design (BCD) approach. The location of this research is in Tangerang, Banten, Indonesia, involving 20 Public Health Centers (PHC). The sample of respondents was 196, divided into two groups, i.e., intervention and control groups. The instrument used the psychological well-being scale by Ryff. Analysis of the efficacy intervention on psychological well-being was measured using the Difference in Difference (DID) Technique.

Results: The research is that a psychoeducational intervention called the Integrated Antenatal Class (IAC) was formed. The intervention effect was 3.184; the psychological well-being score was higher in the intervention group (P value < 0.05). After IAC there were significant differences in knowledge (Diff 0,438; P value < 0.05), attitude (Diff 1,876; P value < 0.05), behavior (Diff 0,597; P value < 0.05) and stress level (Diff - 4,562; P value < 0.05) in pregnant mothers.

Conclusions: The implications of this IAC intervention strengthen the existing antenatal class education program by considering the new structure of class activities, adding learning activities that surprise, reevaluate, and increase performance with games that touch emotions and simple assignments.