ISSUES AND INNOVATIONS IN NURSING PRACTICE Chinese women’s perceptions of the effectiveness of antenatal education in the preparation for motherhood Irene Ho BA MN RN RM Nursing Officer, Ward D54, Tuen Mun Hospital, Tuen Mun, Hong Kong, China and Eleanor Holroyd BNurs MSc PhD RN RM Associate Professor, Department of Nursing, Chung Chi College, Chinese University of Hong Kong, Shatin, Hong Kong, China Submitted for publication 19 February 2001 Accepted for publication 3 January 2002 Introduction Formal and informal antenatal education has a long history. In earlier times, women were prepared informally for childbearing and childrearing by coresiding with extended family members such as aunts and grandmothers (Lindell 1988, Liu-Chiang 1995, Nolan 1997). Formal antenatal education began in western countries in a response to a need to improve antenatal care and maternal-infant outcomes at the beginning of the 20th century (Zwelling 1996). Much research has been under- taken worldwide to evaluate antenatal education programme, resulting in a range of findings measured from a range of perspectives. Most of this work has focused on the preparation of women for labour, but minimal work has been carried out to investigate the specific preparation of women for motherhood. Furthermore, little research has looked at these issues in non-western cultures. 74 Ó 2002 Blackwell Science Ltd Correspondence: Eleanor Holroyd, Department of Nursing, 630 Esther Lee Building, Chung Chi College, Chinese University of Hong Kong, Shatin, Hong Kong, China. E-mail: eholroyd@cuhk.ed.hk HO I & HOLROYD E (2002) HO I . & HOLROYD E . (2002) Journal of Advanced Nursing 38(1), 74–85 Chinese women’s perceptions of the effectiveness of antenatal education in the preparation for motherhood Aim of the Study. This was an exploratory descriptive study using mixed methodology to investigate Hong Kong Chinese women’s perceptions of the effectiveness of antenatal education in their preparation for motherhood. Design. In the first phase, the structure and process of five antenatal classes on the topic of motherhood were observed using an observation guide. In the second phase 11 women who had attended the antenatal classes were interviewed in two focus groups, using a semi-structured interview guide. Findings. In respect to the structure of the classes women revealed that large class sizes and the didactic mode of teaching inhibited learning. While they were satisfied with the date and time of antenatal classes, and the information about self and baby care being provided, they felt unprepared for the demands of motherhood. Further themes identified from the analysis were: anticipating personal needs for antenatal preparation for motherhood, unrealistic preparation for breastfeeding problems, inadequate preparation for baby care, unfulfilled informational needs and conflicting advice from antenatal educators. Conclusion. The conclusion highlights Chinese culturally specific changes needed in the content and mode of antenatal education. In addition, recommendations are made for antenatal educators to work within a framework of adult Chinese learning styles in order to meet the educational needs of Chinese women. Keywords: antenatal education, motherhood, Hong Kong, maternal role transition, midwifery