JOURNAL - International Childbirth Education Association

FOCAL POINT ON CHILDBIRTH EDUCA-
Clearing Up the Myths
by Patricia Macko
Currently I teach childbirth classes for a local hospital.
We offer a six-week series which allows me the time to
cover a variety of topics the expectant mother might need
to know. I had a clear set of goals and lecture outlines
when I started teaching, but it took me awhile to let
my creative ideas loose. I was comfortable lecturing. By
nature, I’m a list maker and love to check something off.
But as I taught, I began to tire of having thirty people
stare at me. And I was not satisfied with the interaction
in the class. No one talked to each other. I pondered
my safe options and finally came up with the following
breakout session.
The areas I wanted to target on the first night were
nutrition (a sure dozer), exercise, and fetal movement. I
decided to call the session “Clearing Up the Myths,” since
I always answer a barrage of questions regarding topics
such as heartburn and determining the sex of the baby.
I hoped to loosen up the class a bit.
About halfway through the night, I have the class
divide into two to four groups according to their due
dates. I sometimes adjust the size of the groups depending
on the number of class members. The participants
first introduce themselves to each other. Then I select a
willing volunteer in each group to read one of several
questions I have printed on index cards, a different topic
on each card. I tell them I want to clear up any myths
regarding pregnancy. The volunteer reads the card to the
group and the members discuss it and come up with an
answer. This takes about five minutes.
My nutrition question is, “You need to eat for two —
true or false?” The group usually comes up with several
ideas for a good diet. We review the food groups and I
mention that they are eating for two. I remind the women
to think about nutrition choices for themselves and their
babies, stressing that this does not mean they need two
complete meals at one sitting. I explain that their kidneys
are doing the work for the baby as well, and the pregnant
woman should try to drink six to eight glasses of water a
day. The use of over-the-counter drugs, alcohol, tobacco,
and caffeine is discussed, their short and long-term health
risks being mentioned.
My next card is on fetal well-being. Prior to starting
these breakout sessions, I had a sad experience with a
young couple. The expectant mother came into class one
night saying she knew the baby settled down before delivery,
but her usually active baby had not moved since
the early morning. It was a long night at the hospital
after class. Her baby died from a cord accident. I felt as
if I was in part responsible for her lack of knowledge. I
now make certain that the topic of fetal well-being is wellunderstood
by the class. My card regarding this subject
reads: “A pregnant woman should not lift her arms above
her head — true or false?” We talk at length about how
often a baby moves and the importance of knowing the
activity level of the baby. Most of the class participants
know how to do a kick count but I give a quick review.
Some participants say that their grandmothers still think
a pregnant woman should not raise her arms above her
head. I tell the class that cord accidents are just that,
tragic accidents.
My card to introduce exercise and posture is: “A
pregnant woman should not lift heavy objects — true or
false?” We discuss proper body mechanics and the mental
and physical benefits of exercise. Walking, cycling, and
swimming are encouraged.
Another card reads: “If you have lots of heartburn
while you are pregnant, your baby will have lots of hair
— true or false? “ The class members have plenty to say
on this one. I add that the cause of heartburn is the relaxation
of the sphincter muscle of the stomach. Various
comfort measures are suggested which include drinking
water with meals, avoiding highly seasoned foods, and
eating frequent, smaller meals.
The card about how to determine the sex of the unborn
child really opens the class up. Everyone has something
to share. I’ve heard about a swinging string, Draino and
urine, and using the mother’s age and the due date. The
list is endless and it’s fun to hear all the ideas. I caution
the class to remember that ultrasound has improved but
it is not 100% accurate and to not paint the baby’s room
based on it.
Other questions or concerns which come up during
this session include weird dreams, pets, and litter boxes.
Most people volunteer something they have heard and
it always works well for my class. In my class summary,
I cover the warning signs of pregnancy problems. We
discuss contractions, bleeding, increase in temperature,
decrease in fetal movement, early rupture of membranes,
unrelieved pain, and headaches accompanied by spots
before the eyes.
When class is over, I check my outline to see if I have
left out something and I make a note for next week. The
class members have usually interacted well with each other
and my goals have been met. Most importantly, I don’t
feel as if I’ve done all the teaching. They have!
■ Patricia Macko is a certified educator who has taught childbirth classes in
Stockton, California, USA for nine years.
32 • IJCE Vol. 13 No. 4