Evaluation of an Online Antenatal Education Program Implemented Through a Social Network

Prenatal education programs are a key component of maternal and newborn health promotion. Although the use of digital platforms for prenatal education increased during the COVID-19 pandemic, evidence for their effectiveness remains limited. In addition, conventional programs often omit content addressing adverse pregnancy outcomes due to concerns about increasing maternal anxiety or worry. This quasi-experimental study aimed to (1) evaluate participants’ satisfaction and perceived acquisition of knowledge and health habits following a novel online prenatal education program delivered via Facebook, and (2) assess the impact of a novel session on managing complications during pregnancy and childbirth—preterm birth, newborn adaptation difficulties, and stillbirth—on participants’ levels of pregnancy-related anxiety and worry. Participants completed the State Anxiety Inventory and Cambridge Worry Scale (CWS) before and after the session on complications (N = 162), and the modified EDUMA2 questionnaire at the program’s conclusion (N = 93). High satisfaction (mean 9.01/10), improved self-rated knowledge and health habits, and high rates of recommendation were found. Post intervention, statistically significant reductions were observed in worry scores (CWS), particularly regarding fetal health, childbirth, and miscarriage, with no significant increase in anxiety levels (State-Trait Anxiety Inventory [STAI-S]). The online modality did not fully meet the social interaction needs of pregnant women and appeared to limit the participation of women’s partners and migrant women. Online prenatal education can effectively promote maternal health literacy and may effectively address sensitive topics such as pregnancy and childbirth complications. Future programs should integrate hybrid formats and strategies to reduce digital access barriers, especially among vulnerable populations.