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This study explored the prenatal education needs of foreign-born, Hispanic, and minority expectant mothers in the United States who received their obstetric care at a hospital-based clinic. Their perceptions also helped identify barriers to attending childbirth education classes. Fifty-nine
pregnant women in their first, second, and third trimesters of pregnancy participated in the study, which consisted of two separate surveys. Participants rated the importance of attending classes, as well as various topics to be covered. The cultural environment of the class, as well as the
teaching strategies used for presentation of class content, needs to be considered by childbirth educators. Transportation issues and childcare were identified as being the most frequent barriers for women and families participating in prenatal education.
The Journal of Perinatal Education is the official journal of Lamaze International, whose mission is to promote, support, and protect natural, safe, and healthy birth through education and advocacy. The journal publishes peer-reviewed articles and evidence-based, practical resources that childbirth educators and other health care professionals can use to enhance the quality and effectiveness of their care or teaching to prepare expectant parents for birth.