DOĞUMA HAZIRLIK EĞİTİMİNİN LOHUSALARIN DUYGU DURUMUNA ETKİSİ

OZET Amac: Bu calismanin amaci gebe okulunda doguma hazirlik egitimi alarak dogum yapmis lohusalarda egitimin duygu durumu uzerine etkisini belirlemekti. Yontem: Bu calisma bir devlet hastanesinin gebe okulunda egitim almis 100 ve egitim almamis 100 olmak uzere toplam 200 lohusada gerceklestirildi.Verilerin elde edilmesinde lohusalarin veri toplama formu ve dogum duygulanim olcegi kullanildi. Anneler taburcu olmadan hemen once veriler toplandi. Veriler SPSS 16 paket programi ile degerlendirildi. Bulgular: Her iki grupta da sosyo-demografik ozellikler benzerdi. 35 yas altindaki gebeler cogunluktaydi (%84 ve %81). Her iki grupta da katilimcilarin universite mezunu olma oranlari yuksekti (%44 ve %33). Okula katilanlarin %49’unun, katilmayanlarin %38’inin ilk dogumuydu. Okula katilanlarin %78’i, katilmayanlarin %56’si gebeligi planlamislardi. Okula katilanlarda abdominal dogum orani katilmayanlara gore anlamli seviyede dusuktu (p 0.05). Sonuc: Gebe okullarinin, anne adaylarinin farkindaligini ve vajinal dogum yapma konusunda cabalarini artirdigi ancak dogum anindaki duygu durumlarina fazla etki etmedigi tespit edildi. Gebe okullarindaki egitim icerikleri psikolojik destek calismalariyla guclendirilmelidir. Anahtar kelimeler: Lohusalik; gebe okulu; dogum; duygulanim. ABSTRACT The Effect of Birth Preparation Education on Delivery Mood: A Study on Postpartum Women Aim: The aim of this study was to investigate the effect of education on the mood of postpartum women, who delivered their babies after taking prenatal classes in pregnancy school.  Method: The study was conducted on 200 pregnant women, 50% of whom took prenatal classes. The data collection form and labor affectivity scale were used. Data were collected just before the patients were discharged. Data were evaluated by SPSS 16 package program.  Results: Socio-demographic information of both groups was similar. The ones who were younger than 35 years were the majority (84%, 81%). The number of university graduates was high in both groups (44%, 33%). It was the first labor of 49% of the participants and 38% of the non-participants. The pregnancy was planned by 78% of the participants and by 56% of non-participants. The rate of abdominal labor was significantly low in the participants compared to non-participants (p 0.05).  Conclusions:  Although pregnancy schools increased the awareness of the pregnant women and their efforts for vaginal delivery, it did not significantly impact their mood during labor. The content of the classes should be enhanced by including psychological support studies. Keywords: Postpartum period; pregnancy; school; labor; mood.