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Antenatal Education: An Assessment of Pregnant Women Knowledge and Preferences in Saudi Arabia

Tahani Al Otaiby, Hoda Jradi and Amen Bawazir

Introduction: Antenatal educational programs are delivered during the childbearing years to expecting mothers. These interventions are considered preparatory strategies for physiological and psychological changes during pregnancy.

Aim: To assess the antenatal knowledge and describe the learning needs and preferred information seeking behavior of expecting and/or new Saudi mothers.

Methods: A cross-sectional study was conducted at multiple primary health care centers in Riyadh city, Saudi Arabia. A questionnaire was used to assess levels of antenatal knowledge, educational preferences, and information

Results: The mean antenatal knowledge score was low (34.8/100). Educational material in written format was preferred by 39.8% of the sample, followed by a preference for one to one education (18.8%). Physicians were the preferred source of information by 2/3 of the participants. Preferred educational strategies were motivation and support, guidance, problem solving, and dos and don’ts. Selected content ranged from identifying pregnancy symptoms, to post-partum care.

Conclusion: Antenatal knowledge scores were low with no variation with age or educational level among this population. Reform in antenatal educational content, channels, and formats should be adapted according to the preferences of the target population. Further research is recommended on the evaluation of the content of antenatal education and its cultural relevance.