Pregnant women knowledge about prenatal development: support for health education

Autores

  • Carolina Barretos Fernandes Faculty of Medicine of Marília
  • Fernando Silva Picon Faculty of Medicine of Marília
  • Ana Beatriz Paviotti Faculty of Medicine of Marília
  • Thalita Da Silva Canevari Faculty of Medicine of UNESP, campus Botucatu.
  • Osni Lázaro Pinheiro Faculty of Medicine of Marília
  • Maria Angélica Spadella Faculty of Medicine of Marília

DOI:

https://doi.org/10.7322/jhgd.69501

Palavras-chave:

embryonic and fetal development, pregnancy, health education, qualitative research

Resumo

Introduction: there is a series of studies related to intrauterine development, with significant advances in the elucidation of its molecular regulation and signalization, it is possible to notice that the perception by the pregnant woman about the development of the conceptus is not addressed in literature. The current studies on the pregnant woman perceptions about the conceptus are related to psychological aspects involving the fetus personification. A better understanding about the pregnant woman representations related to conceptus development can support the elaboration of educative actions, aiming at a qualified and humanized prenatal and puerperal care. Objective: to analyze the knowledge, worries and beliefs of a group of pregnant women regarding the prenatal development. Methods: a qualitative study was carried out, through semi structured individual interviews. The answers from the pregnant women were evaluated by the content analysis technique, under the thematic modality. Results: i t was observed that certain prenatal development processes are known by the pregnant women. This knowledge involves the following categories: physical characteristic and organic functions of the conceptus, the conceptus sex, establishment of the mother-conceptus bond, revelations of the ultrasound screening, concerns during the pregnancy and influence of superstitious beliefs in the pregnancy. Probably this knowledge has been transmitted by society, family, health team or through previous pregnancy experiences. However, this knowledge is misunderstood in its whole, presenting little correlation between the information accessed by the pregnant and, how much and how it was understood and assimilated. Conclusions: Therefore, interventions are needed, by means of health education. 

Biografia do Autor

  • Carolina Barretos Fernandes, Faculty of Medicine of Marília
    Resident Doctor of Psychiatry, Faculty of Medicine of Marília, Marília, São Paulo.
  • Fernando Silva Picon, Faculty of Medicine of Marília
    Resident Doctor of Medical Clinic, Faculty of Medicine of Marília, Marília, São Paulo.
  • Ana Beatriz Paviotti, Faculty of Medicine of Marília
    Resident Doctor of General Surgery, Faculty of Medicine of Marília, Marília, São Paulo.
  • Thalita Da Silva Canevari, Faculty of Medicine of UNESP, campus Botucatu.
    Resident Doctor of Medical Clinic, Faculty of Medicine of UNESP, campus Botucatu.
  • Osni Lázaro Pinheiro, Faculty of Medicine of Marília

    PhD Professor, Discipline of Pharmacology and from the Professional Masters Degree Program “Teaching in Health”, Faculty of Medicine of Marília, Marília, São Paulo.

  • Maria Angélica Spadella, Faculty of Medicine of Marília

    PhD Professor, Discipline of Human Embryology and from the Academic Masters Program “Health and Aging”, Faculty of Medicine of
    Marília, Marília, São Paulo

Referências

Ferrari AG, Piccinini CA, Lopes RS. O bebê imaginado na gestação: aspectos teóricos e empíricos. Psicol Estud. 2007,12(2):305-13.

Azevedo EC, Moreira MC. Psiquismo fetal: um olhar psicanalítico. Diaphora. 2012,12(2):64-9.

Piccinini CA, Gomes AG, Moreira LE, Lopes RS. Expectativas e Sentimentos da Gestante em Relação ao seu Bebê. Psic: Teor e Pesq. 2004,20(3):223-32.

Needham J. A history of embryology [Internet].CUP Archive, 1959. Chapter II, Embryology from the Galen to the Renaissance, p. 57-95 [cited 2013 Apr 10]. Available from: http://books.google.com.br/bookshl=ptBR&lr=&id=sg5AAAAIAAJ&oi=fnd&pg=PR1&dq=the+history+of+embryology&ots=6_CiMRyWfn&sig=TQDV_EIbOxoXr1p6Q0qPBTsGjwqs#v=onepage&q=the%20history%20of%20embryology&f=false.

Murillo-González J. Evolution of embryology: A synthesis of classical, experimental, and molecular perspectives. ClinAnat [Internet]. 2001 Apr [cited 2013 Apr 10],14:158–63. Available from:http://onlinelibrary.wiley.com/doi/10.1002/10982353(200103)14:2%3C158::AID-CA1025%3E3.0.CO,2-Q/pdf.

Zhu Z, Huangfu D. Human pluripotent stem cells: an emerging model in developmental biology. Development. 2013,140(4):705-17.

Gudex C, Nielsen BL, Madsen M. Why women want prenatal ultrasound in normal pregnancy. Ultrasound Obstet Gynecol. 2006,27:145-50.

Vila ACD, Vila VSC. Trends of knowledge production in health education in Brazil Rev Latino-am Enfermagem [Internet]. 2007 Apr [cited 2013 Apr 6],15(6):1177–83. Available from:http://www.scielo.br/pdf/rlae/v15n6/18.pdf.

Brasil. Pré-Natal e Puerpério: Atenção qualificada e humanizada. Manual técnico/Ministério da saúde. Secretaria de atenção à saúde. Departamento de ações programáticas e estratégicas. Brasília: Editora do Ministério da Saúde, 2006.

Minayo MCS, Deslandes SF, Neto OC, Gomes R. Pesquisa social: teoria, método e criatividade. 21ª ed. Rio de Janeiro: Vozes, 2007.

Manzini EJ. Considerações sobre a elaboração de roteiro para entrevista semiestruturada. In:Marquezine MC, Almeida A, Omote S, editores. Colóquios sobre pesquisa em educação especial. Londrina: Eduel, 2003. p. 11-25.

Richardson RJ. Pesquisa social: métodos e técnicas. 3ª ed. São Paulo: Atlas, 1999. Capítulo 12, Questionário, p. 189-206.

Rea LM, Parker RA. Desenvolvendo perguntas para pesquisas. In: Rea LM, Parker RA, editores. Metodologia de pesquisa: do planejamento à execução. 1ª ed. São Paulo: Pioneira, 2000. p. 57-75.

Bardin L. Análise de conteúdo. Lisboa: Edições 70, 1995.

Aulagnier P. Nacimiento de uncuerpo, origen de una historia. In: Hornstein L, editor. Cuerpo, historia, interpretación. Buenos Aires: Paidós, 1994. p. 117-70.

Piccinini CA, Ferrari AG, Levandowski, DC. O bebê imaginário e as expectativas quanto ao futuro do filho em gestantes adolescentes e adultas. Interações. 2003,16:81-108.

Larsen T, Nguyen, TH, Munk M, Svendsen L, Teisner L. Ultrasound screening in the 2nd trimester. The pregnant woman’s background knowledge, expectations, experiences and acceptances. Ultrasound Obstet Gynecol. 2000, 15:383-86.

Alhusen JL. A literature update on maternalfetal attachment.JOGNN. 2008,37: 315-28.

Borsa JC. Considerações acerca da relação mãe bebê da gestação ao puerpério. Contemporânea-Psicanálise e Transdisciplinaridade [Internet]. 2007 Apr [cited 2013 Apr6],2:310-21.Available from: www.contemporaneo.org.br/contemporanea.php

Ekelin M, CrangSvalenius E, Larsson AK, Nyberg P, Mars´al K, Dykes AK. Parental expectations, experiences and reactions, sense of coherence and grade of anxiety related to routine ultrasound examination with normal findings during pregnancy. Prenat Diagn 2009, 29:952-59.

Rapoport A, Piccinini CA. Apoio social e experiência da maternidade. Rev Bras Crescimento Desenvolv Hum. 2006, 16(1):85-96.

Maldonado MT. Psicologia da gravidez: parto e puerpério. 4ª ed. Petrópolis: Vozes, 1981. Capítulo 1, Aspectos psicológicos da gravidez, do parto e do puerpério, p. 11-65.

Souto KMB. A política de atenção integral à saúde da mulher: uma análise de integralidade e gênero. Ser social. 2008,10(22):161-82.

Moura ERF, Rodrigues MSP. Comunicação e informação em saúde no pré-natal. Interface Comun Saúde Educ. 2003,13:109-18.

Downloads

Publicado

2013-12-30

Edição

v. 23 n. 3 (2013)

Seção

Artigos Originais

Licença

CODE OF CONDUCT FOR JOURNAL  PUBLISHERS

 

Publishers who are Committee on Publication Ethics members and who support COPE membership for journal editors should:

 

Publishers should:

 

  • Define the relationship between publisher, editor and other parties in a contract
  • Respect privacy (for example, for research participants, for authors, for peer reviewers)
  • Protect intellectual property and copyright
  • Foster editorial independence

 

Publishers should work with journal editors to:

 

  • Set journal policies appropriately and aim to meet those policies, particularly with respect to:

–         Editorial  independence

–         Research ethics, including confidentiality, consent, and the special requirements for human and animal research

–         Authorship

–         Transparency and integrity (for example, conflicts of interest, research funding, reporting standards

–         Peer review and the role of the editorial team beyond that of the journal editor

–         Appeals and complaints

  • Communicate journal policies (for example, to authors, readers, peer reviewers)
  • Review journal policies periodically, particularly with respect to new recommendations from the COPE
  • Code of Conduct for Editors and the COPE Best Practice Guidelines
  • Maintain the integrity of the academic record
  • Assist the parties (for example, institutions, grant funders, governing bodies) responsible for the investigation of suspected research and publication misconduct and, where possible, facilitate in the resolution of these cases
  • Publish corrections, clarifications, and retractions
  • Publish content on a timely basis