Accepted for/Published in: Journal of Participatory Medicine
Date Submitted: Sep 24, 2025
Open Peer Review Period: Oct 7, 2025 - Dec 2, 2025
Date Accepted: Jan 6, 2026
(closed for review but you can still tweet)
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
Integrating Experiential Classes and Online Accompanied Logging in Antenatal Care: A Mixed-Methods Evaluation of Maternal Health Behaviours
ABSTRACT
Background:
Maternal health during the perinatal period is a global public health priority. While antenatal education is widely implemented, conventional lecture-based models often fail to achieve sustained behaviour change. Innovative approaches that integrate experiential learning with digital support may enhance maternal knowledge, self-management, and pregnancy outcomes.
Objective:
To evaluate the feasibility and preliminary effectiveness of a combined experiential class and online logging intervention for pregnant women in China, and to explore the mechanisms underpinning its impact on health behaviours and service experiences.
Methods:
A mixed-methods design was employed in a district-level maternal and child health hospital in Beijing. In the quantitative arm, 40 women (intervention group, n=20; control group, n=20) were enrolled in a quasi-experimental comparison. Outcomes included knowledge-attitude-practice (KAP) indicators, service satisfaction, and clinical birth outcomes. Given the limited sample size, a qualitative arm was conducted to complement statistical findings: semi-structured interviews with 20 women (10 per group) were analyzed thematically. Quantitative and qualitative results were integrated during interpretation to provide a comprehensive evaluation.
Results:
Compared with experiential class alone, the combined intervention significantly improved maternal knowledge, healthy behaviour adherence, and satisfaction, with favourable but non-significant trends in clinical outcomes. Qualitative analysis revealed three mechanisms-empowerment and self-efficacy, practice and persistence, and systemic/environmental support-through which the intervention influenced experiences and behaviours.
Conclusions:
The experiential class plus online logging model is feasible and acceptable in a real-world antenatal setting. While limited by small sample size, findings suggest the intervention improves maternal knowledge, behaviours, and service experiences, with potential to optimize pregnancy outcomes. Qualitative insights highlight mechanisms of behavioural change and provide contextual depth, underscoring the value of mixed-methods designs in maternal health research.
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Copyright
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