The Effect of Education of Fetal Movement Counting on Maternal-Fetal Attachment in the Pregnant Women: a Randomized Controlled Clinical Trial

Background Prenatal care is a good opportunity for evaluating and improving maternal-fetal attachment. In the present study the effect of early education of fetal movement counting in the second trimester on maternal-fetal attachment was evaluated. Materials and Methods 52 eligible pregnant women were selected through simple sampling and then randomly allocated into control (n=29), and intervention groups (n=23). First, demographic characteristics questionnaire and Cranely’s Maternal-Fetal Attachment Scale (MFAS), were completed by pregnant women. Face to face training about counting and recording the daily fetal movement was provided in the intervention group and from the 24th to 28th weeks of pregnancy, daily counting of fetal movements were conducted. Then at the end of the 28th week of pregnancy, MFAS was again completed by both groups. Data analysis was conducted using SPSS version16.0. Results The mean score of MFA scale in the intervention group was 86.63±11.62 and in the control group was 87.48±10.31 (total score of 120). No significant difference was observed between two groups. After the intervention, the mean score of MFA was increased to 96.30±10.81 in the intervention group and 88.64±10.31 in the control group. The difference was statistically significant between two groups (P<0.001). Only the mean score of MFA in the intervention group showed a significant change before and after the intervention (P< 0.001). Conclusion The present study showed that education of fetal movement counting would significantly increase maternal-fetal attachment. The training of this method is inexpensive and its performance is easy, and it could be recommended to mothers as a useful intervention.

Keywords:

Education , Fetal movement , First time pregnancy , Maternal fetal relationship