IJERPH, Vol. 15, Pages 1383: Conditions and Dynamics That Impact Maternal Health Literacy among High Risk Prenatal-Interconceptional Women

IJERPH, Vol. 15, Pages 1383: Conditions and Dynamics That Impact Maternal Health Literacy among High Risk Prenatal-Interconceptional Women

International Journal of Environmental Research and Public Health doi: 10.3390/ijerph15071383

Authors: Suzanne D. Thomas Sandra C. Mobley Jodi L. Hudgins Donald E. Sutherland Sandra B. Inglett Brittany L. Ange

The purpose of the study was to describe conditions and dynamics in the lives of high-risk, low-income, Southern United States prenatal-interconceptional women (n = 37) in a home visiting program that promoted maternal health literacy progression. In the Life Course Health Development (LCHD) Model, conditions were risk and protective factors that impacted health. Dynamics drove the complex, epigenetic relationships between risk and protective factors. Maternal health literacy promotion helped participants address conditions and dynamics to create positive life changes. This research was a retrospective, mixed methods study of women’s service records documenting care from prenatal admission to 24 months post-delivery. The Life Skills Progression Instrument (LSP) was scored to measure maternal health literacy progression. Ethnographic content analysis of visit notes triangulated with quantitative data enabled specificity of critical data elements. Subsequently, a complementary focus group was conducted with the Registered Nurse Case Managers (RNCM). Severe social conditions included devastating poverty, low educational achievement, transient housing, unstable relationships, incarceration, lack of continuous health insurance, and shortage of health care providers. Dynamics included severe psycho-social stressors, domestic violence, lack of employment, low income, low self-esteem and self-expectations, and social/family restraints upon women’s intended positive changes. An important protective factor was the consistent, stable, evidence-informed relationship with the RNCM. Findings from the focus group discussion supported content analysis results.

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