Abstract
M.Cur.
Knowledge brings with it power, confidence and courage. It is therefore important to
prepare for childbirth not only physically, but also emotionally and psychologically. This
research tells the story of the childbirth and breastfeeding experiences of the
primigravidae who attended childbirth education classes.
The objectives of the research were to:
• explore and describe how childbirth education contributed to the birthing and
breastfeeding experiences of the primigravidae;
• write guidelines for the childbirth educators to aid them in improving the
childbirth education contents.
The research utilised a qualitative, descriptive, exploratory and contextual design
(Mouton, 1996:102). In depth, semi-structured phenomenological interviews were held
with women meeting the sampling criteria. Permission was obtained from the University
of Johannesburg and informed consent was obtained from the women volunteering to
participate in the research. Trustworthiness was maintained by using strategies of credibility, applicability, dependability and confinnability, as described by Lincoln and Guba (1985:289-331). Recorded interviews were transcribed and analysed using the technique by Tesch (in Creswell, 1994:155-156). The services of an independent coder were utilised and a consensus discussion was held. The results showed that childbirth education and support reduces fear and help women to cope better with labour. Lack of all the information leads to unrealistic expectations and may result in negative birthing experiences. Emotional support from the midwife in the hospital is important to the labouring women; therefore, it is important for the childbirth educator to work together with the midwives in the hospital in order to avoid
disappointment and unmet expectations. Conclusions were drawn and recommendations made concerning nursing practice, nursing education and nursing research. Guidelines for the childbirth educators were described to assist them in improving the childbirth education contents.