|Titre :||Language used during antenatal education for labour and birth : a literature review (2020)|
|Auteurs :||Lisa Cutajar ; Mary Steen ; Julie-Anne Fleet ; Allan M. Cyna|
|Type de document :||Article : texte imprimé|
|Dans :||Midirs. Midwifery Digest (Vol. 30, n° 3, September 2020)|
|Article en page(s) :||p. 307-318|
Paramédical (MeSH)Accouchement ; Anxiété ; Article de revue ; Communication ; Douleur ; Education prénatale ; Langage ; Pratique factuelle ; Sage-femme ; Travail obstétrical
Background: Until recently, little attention has been given to the language used in clinical settings. Published literature suggests that in many areas of health care there is an ubiquitous use of negative language which can adversely affect anxiety and/or pain. There appears to be a lack of insight and research relating to the language used during antenatal education for labour and birth.
Aim: The aim of this literature review was to explore the literature relating to the language utilised during antenatal education of labour and birth. A specific focus was placed on the use of positive and negative suggestions (placebo and nocebo communications).
Method : Peer-reviewed articles written in the English language and current national and international guidelines published within the last 10 years were included in this literature review. The review was undertaken from July 2019 to October 2019 and there were no restrictions on study design. This review was guided by Cooper’s five stages of literature review (1989). A comprehensive search of three electronic databases: MEDLINE, Emcare and PsycInfo, was conducted to access literature specific to antenatal education, with a focus on labour and birth and the language used by health professionals. The following key words were used with slight variations due to database categories: ‘antenatal education’, ‘labour’, ‘childbirth’, and ‘suggestions’. National and international publications were examined for references to childbirth classes, communication, labour and birth, and also reference lists of relevant articles.
Results : A total of 10 articles met the inclusion criteria. From the published literature included in this review, there was no consensus for a definition of ‘effective communication’ when providing maternity care. The literature identified that responding with a positive attitude and answering questions concisely during antenatal classes were essential to enable health professionals to communicate effectively. A framework consisting of five steps: listening, acceptance, utilisation, reframing and suggestion (LAURS) was identified as a potentially useful communication resource.
Conclusions : This literature review has highlighted that there is a gap in research examining language and communication used during antenatal education for labour and birth. The review also highlights that while communication has been identified as a component of respectful maternity care, a lack of evidence as to what effective communication encompasses exists.
|Localisation||Section||Support||Cote de rangement||Statut||Disponibilité|
|Bibliothèque Paramédicale||Périodiques||Périodique||MID. DIG. 20-3||Empruntable||Disponible|