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Background
Antenatal education classes emerged as a means of preparing women for childbirth. Over the past 20-30 years men have been invited to attend these classes, however, their needs and concerns are not always targeted as many feel spectators as the content and discussion is orientated towards the women.
Aim
The aim of this presentation is to highlight the strengths and deficits of antenatal education classes in facilitating men’s transition to fatherhood and make suggestions for improvement.
Method
This grounded theory study explored men’s transition to fatherhood. Thirty five, first time fathers were theoretically sampled from two urban maternity care sites and interviewed before and after the birth of their baby. The data were analysed using the constant comparitative method. Ethical approval was received from the University and both maternity care sites.
Key Findings
Men stated that attendance at antenatal education classes was contingent on their partner and the range of classes offered by the maternity hospital. They want to be encouraged to attend by their partners and the providers so that they can be involved in the childbearing process. Men find information about their role in labour useful. However, they identified that detailed information on the emotional issues surrounding pregnancy, birth and the postnatal period could have been discussed in greater depth. They also want more information on the practical issues (e.g. infant feeding, infant wellness and support services), realities of a new baby and their role as a new father.
Conclusion
Antenatal education providers need to take account of men’s needs so that they can then be effective supporters to their partners. Men want to feel included and involved in the classes. A men’s only class where men can discuss their specific needs could also be an option for some men.