Exploring the psychosocial impact of the Covid-19 pandemic on women's perinatal experiences and wellbeing: A qualitative study

Capasso, M (通讯作者),Univ Naples Federico II, Dept Humanities, Naples, Italy.
2023-3
Objective: While many studies have investigated the clinical impact of the Covid-19 pandemic on pregnant women's mental health, little attention has been paid to the exploration of women's experiences during the perinatal period from a psychosocial perspective in the Italian context. Thus, the present study aimed to explore the psychosocial changes associated with the pandemic in the perinatal context. Methods: Twenty-one Italian women who gave birth between March and November 2020 took part in this research by participating in semi-structured interviews, exploring their childbirth experiences. Our data were analysed using a Grounded Theory approach. Results: Our findings revealed the enhanced importance of social support as a protective factor against uncertainties, which strongly characterised all phases of the perinatal period during the pandemic. Such uncertainties were mainly linked to the discontinuity in intrapartum care, as well as to concerns of being infected with Covid-19 combined with other pregnancy-specific worries. The main sources of social support were represented by loved ones - most of all partners - along with health care staff and peer networks. Conclusions: Our results suggest the importance of implementing evidence-based policies and interventions to improve women's wellbeing in the perinatal period during the pandemic, as well as of guaranteeing intrapartum care continuity and the presence of social support.
SEXUAL & REPRODUCTIVE HEALTHCARE
卷号:35
ISSN:1877-5756|收录类别:SSCI
语种
英语
来源机构
University of Naples Federico II
被引频次(WOS)
0
被引频次(其他)
0
180天使用计数
0
2013以来使用计数
0
EISSN
1877-5764
出版年
2023-3
DOI
10.1016/j.srhc.2022.100805
WOS学科分类
Public, Environmental & Occupational Health
学科领域
循证公共卫生
关键词
Intrapartum care Perinatal experiences Covid-19 pandemic Social support Psychosocial wellbeing Grounded theory