Emotional support and prenatal care content must be tailored to the individual adolescent’s needs, developmental level, and individual,
racial, or cultural preferences.
into prenatal care, these topics can be covered earliest, with a later focus on labor and delivery, care of the newborn in the first days at home, postpartum care and followup, and expectations for the 1st year of life.
It is important, however, to focus on the adolescent’s current needs. If the adolescent has burning questions about labor and delivery or another issue, she may not be able to focus on other content until those issues are resolved. Providing information as it is needed can reinforce learning and reduce anxiety. Whenever possible, written materials should also be provided for reinforcement. Written materials that were developed for adolescents can be especially useful. They should be appropriate for the adolescent’s educational level so that the adolescent does not view them as “babyish” or that she is receiving care that is different from that provided to others. Adolescents who participated in a study about prenatal nutrition education noted that they preferred adolescent actresses in electronic or video mechanisms towritten materials (Skinner, Carruth, Ezell, & Shaw,1996).
If the adolescent brings a family member or other support person to prenatal appointments, that person should
also be actively involved in the educational process (Roye & Balk, 1997). Including the adolescent’s support person demonstrates respect for the adolescent. By participatingin the educational process, the support person will be able to provide support and positive reinforcement for the adolescent. Paskiewicz (2001) noted that strengthening the mother-daughter relationship between the adolescent
and her mother could add benefit and strengthen negotiation of child care activities, improve communication, and enhance education of infant stimulation and developmental needs. Resources for additional information can also be provided.
Comprehensive Programs
Roye and Balk (1996, 1997) found that adolescent mothers who participated in a prenatal and parenting program with their own mothers were less likely to drop out of school and had better self-esteem when compared with those not in the program. Similarly, Paskiewicz
(2001) found that the mother-daughter relationship was valuable in assisting the pregnant adolescent to care for herself during the pregnancy and postpartum. Paskiewicz recommended that the nursing assessment include an evaluation of this relationship early
เพื่อนๆใครเก่งอังกฤษช่วยแปลให้เราหน่อย ขอร้องล่ะ
racial, or cultural preferences.
into prenatal care, these topics can be covered earliest, with a later focus on labor and delivery, care of the newborn in the first days at home, postpartum care and followup, and expectations for the 1st year of life.
It is important, however, to focus on the adolescent’s current needs. If the adolescent has burning questions about labor and delivery or another issue, she may not be able to focus on other content until those issues are resolved. Providing information as it is needed can reinforce learning and reduce anxiety. Whenever possible, written materials should also be provided for reinforcement. Written materials that were developed for adolescents can be especially useful. They should be appropriate for the adolescent’s educational level so that the adolescent does not view them as “babyish” or that she is receiving care that is different from that provided to others. Adolescents who participated in a study about prenatal nutrition education noted that they preferred adolescent actresses in electronic or video mechanisms towritten materials (Skinner, Carruth, Ezell, & Shaw,1996).
If the adolescent brings a family member or other support person to prenatal appointments, that person should
also be actively involved in the educational process (Roye & Balk, 1997). Including the adolescent’s support person demonstrates respect for the adolescent. By participatingin the educational process, the support person will be able to provide support and positive reinforcement for the adolescent. Paskiewicz (2001) noted that strengthening the mother-daughter relationship between the adolescent
and her mother could add benefit and strengthen negotiation of child care activities, improve communication, and enhance education of infant stimulation and developmental needs. Resources for additional information can also be provided.
Comprehensive Programs
Roye and Balk (1996, 1997) found that adolescent mothers who participated in a prenatal and parenting program with their own mothers were less likely to drop out of school and had better self-esteem when compared with those not in the program. Similarly, Paskiewicz
(2001) found that the mother-daughter relationship was valuable in assisting the pregnant adolescent to care for herself during the pregnancy and postpartum. Paskiewicz recommended that the nursing assessment include an evaluation of this relationship early