Effectiveness of a Web-Based Medication Education Course on Pregnant Women’s Medication Information Literacy and Decision Self-Efficacy: Randomized Controlled Trial (Preprint)
Authors: Li Suya , Chen Hui-Jun , Zhou Jie , Zhouchen Yi-Bei , Wang Rong , Guo Jinyi , Redding Sharon R , Ouyang Yan-Qiong 
Published: January 2025

BACKGROUND

Medication-related adverse events are common in pregnant women, and most are due to misunderstanding medication information. The identification of appropriate medication information sources requires adequate medical information literacy (MIL). It is important for pregnant women to comprehensively evaluate the risk of medication treatment, self-monitor their medication response, and actively participate in decision-making to reduce medication-related adverse events.

OBJECTIVE

This study aims to examine the effectiveness of a medication education course on a web-based platform in improving pregnant women’s MIL and decision self-efficacy.

METHODS

A randomized controlled trial was conducted. Pregnant women were recruited from January to June 2021 in the Department of Obstetrics and Gynecology of a large hospital in a major city in central China. A total of 108 participants were randomly divided into a control group (CG), which received routine prenatal care from nurses and physicians, and an intervention group (IG), which received an additional 3-week web-based medication education course based on the theory of planned behavior as part of routine prenatal care. Participants completed a Medication Information Literacy Scale and a decision self-efficacy questionnaire at baseline, upon completion of the intervention, and at a 4-week follow-up. Generalized estimation equations (GEE) were used to analyze the main effect (time and grouping) and interaction effect (grouping×time) of the 2 outcomes. The CONSORT-EHEALTH (V 1.6.1) checklist was used to guide the reporting of this randomized controlled trial.

RESULTS

A total of 91 pregnant women (48 in the IG and 43 in the CG) completed the questionnaires at the 3 time points. The results of GEE indicated that there was no statistically significant difference in time×group interactions of MIL between the 2 groups (<i>F</i><sub>2</sub>=3.12; <i>P</i>=.21). The results of the main effect analysis showed that there were statistically significant differences in MIL between the 2 groups at T1 and T2 (<i>F</i><sub>1</sub>=17.79; <i>P</i><.001). Moreover, the results of GEE indicated that there was a significant difference in decision self-efficacy regarding the time factor, grouping factor, and time×group interactions (<i>F</i><sub>2</sub>=21.98; <i>P</i><.001). The results of the simple effect analysis indicated a statistically significant difference in decision self-efficacy between the 2 groups at T1 (<i>F</i><sub>1</sub>=36.29; <i>P</i><.001) and T2 (<i>F</i><sub>1</sub>=36.27; <i>P</i><.001) compared to T0. Results showed that MIL and decision self-efficacy in the IG were found to be significantly higher than those in the CG (<i>d</i>=0.81; <i>P</i><.001 and <i>d</i>=1.26; <i>P</i><.001, respectively), and they remained significantly improved at the 4-week follow-up (<i>d</i>=0.59; <i>P</i><.001 and <i>d</i>=1.27; <i>P</i><.001, respectively).

CONCLUSIONS

Web-based medication education courses based on the theory of planned behavior can effectively improve pregnant women’s MIL and decision self-efficacy, and they can be used as supplementary education during routine prenatal care.

CLINICALTRIAL

Chinese Clinical Trial Registry ChiCTR2100041817; https://www.chictr.org.cn/showproj.html?proj=66685