ArticleWomen's health nursing (Seoul, Korea)2024
Pregnant women's experiences of online prenatal education in Korea during COVID-19: a phenomenological study.
Article in Women's health nursing (Seoul, Korea), 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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3 citing papers in PubMed.
- Remote Patient Education for People Living with an Ostomy: An Italian Expert Consensus Using a Modified Delphi Method.Nursing reports (Pavia, Italy) · 2026Article
- Father-inclusive chatbot-based prenatal education during COVID-19 pandemic enhances maternal-fetal attachment in Korean primigravida women across levels of partner support.Scientific reports · 2025Article
- Exploring nurse and patient perspectives on WeChat-based prenatal education in Chinese public hospitals: a qualitative inquiry.BMC nursing · 2025Article
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Abstract
purposeThis study aimed to explore the significance and insights derived from the experiences of pregnant women in Korea who participated in online prenatal education during the COVID-19 pandemic.
methodsThis study employed the hermeneutic phenomenology framework developed by Colaizzi. It involved 12 pregnant women who participated in online prenatal education provided by public health centers in Chuncheon, Korea. Data collection was achieved through in-depth interviews conducted in Korea from October 2021 to April 2022.
resultsIn total, 51 significant statements were extracted from the interview data and then categorized into 10 themes. Finally, three categories were formed by merging similar themes. The three basic categories of participants' experiences of online prenatal education were "feeling of safety and comfort in body and mind," "frustrated by a lack of interaction," and "digital education being a double-edged sword." Pregnant women expressed ambivalence regarding the benefits and drawbacks of the online educational experience. They desired more interactive and practical learning opportunities, even as they appreciated the comfort of learning remotely.
conclusionThis study revealed the phenomenon of online prenatal education as an advanced form of distance-based prenatal education instead of the traditional in-person classroom. To maximize the educational effectiveness of this new format, public health center policies must address the digital literacy gap and enhance accessibility by leveraging the immersive multimedia experiences that online education offers to pregnant women. We recommend that maternal healthcare providers adopt this innovative approach to prenatal education, utilizing distance education technology to improve participation and promote immersion.
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