Effect of Supportive Guidelines on Knowledge and Self-care Practices among Working and Non-Working Pregnant Women about Climate Change

Document Type : Original Article

Authors

1 Assistant Professor of Maternity & Newborn Health Nursing, Faculty of Nursing, Minia University, Egypt.

2 Lecturer of Community Health Nursing, Faculty of Nursing, Assiut University, Egypt.

3 Lecturer of Maternity, Gynecological and Obstetric Nursing, Faculty of Nursing, Assiut University, Egypt.

Abstract

Climate change was universally recognized as an important challenge for pregnant women. It poses the greatest threat to public health in the twenty-first century which expose the pregnant women and their developing fetuses at serious risk. Aim: To evaluate the effect of supportive guidelines on knowledge and self-care practices among working and non-working pregnant women about climate change. Methods: A pre-post quasi-experimental design was conducted. Sample constituted of 384 working and non-working pregnant women recruited through a purposive sample from the antenatal clinic of the Woman's Health Hospital, Assiut University, Egypt. Data were collected using three tools; an interview questionnaire, knowledge, and reported practices of the pregnant women about climate change. Results: The study revealed that the mean knowledge and practices scores increased significantly after giving supportive educational guidelines (6.24 ± 2.18 & 10.64 ± 2.15) respectively. Additionally, working pregnant women had higher scores of knowledge than non-working. Conclusion: The supportive educational guidelines had a positive effect on climate change knowledge and self-care practices of working and non-working pregnant women. Recommendation: Encourage the use of mass media to improve health awareness about climate change and how it affects the health of pregnant women and their fetuses.

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