Prenatal screening educational interventions for U.S. pregnant women: a scoping review

Abstract

Background: The purpose of this scoping review was to highlight major outcomes resulting from prenatal screening educational interventions in the U.S., identify limitations to prenatal screening educational interventions among pregnant women, explore health promotion theories applied to improve prenatal screening rates among the population of interest, and share lessons learned from intervention outcomes. Methods: A scoping review guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) was undertaken. The five steps according to Arksey and O’Malley York and for the Joanna Briggs Institute (JBI) recommendations for data extraction, analysis, and presentation of results were also used in this review. Results: A total of 13 eligible studies were retained for analysis. Only 3 studies used validated survey models and only two relied on theoretical frameworks to disseminate and implement the research interventions. Major limitations reported in intervention design and delivery included limited generalizability due to small sample size and the lack of data on socioeconomic status and financial vulnerability of patients, high staff turnover and its impact on patterns of practice and intervention implementation such as the application of technological tools, equipment management, and patient orientation, as well as concerns regarding privacy during group-setting discussions. Conclusion: Findings from this review inform future evidence-based educational interventions tailored to integrate cultural values, social determinants of health, and individual preferences of U.S. pregnant women to empower them with the knowledge needed to make an informed decision on seeking prenatal screening services at the early stages of pregnancy.