Preferences of Australian healthcare providers regarding education on long-term health after hypertensive disorders of pregnancy: a qualitative study

Abstract

Objectives)To explore Australian healthcare providers’ (HCPs’) preferred content, format and access to education regarding long-term health after hypertensive disorder of pregnancy (HDP), in order to guide the development of education programmes.Design and settingA qualitative study using a framework analysis was undertaken. Registered HCP who were practising in Australia and previously completed a survey about long-term health after HDP were invited to participate.ParticipantsTwenty HCP were interviewed, including midwives, specialist obstetrician/gynaecologists, general practitioners with a diploma in obstetrics and gynaecology, and cardiologists.Primary and secondary outcome measuresExploration of preferred content, format and distribution of educational material post-HDP.ResultsTwenty HCP were interviewed in April to May 2020. Four main categories were identified. ‘Obtaining evidence-based information for own learning’ addressing own learning with preference for multi-disciplinary education, preferably endorsed or facilitated by professional organisations. ‘Optimising the referral process from hospital to community health services’ was about the need for structured long-term follow-up to transition from hospital to community health and align with HDP guidelines. ‘Facilitating women’s health literacy’ addressed the need for evidence-based, print or web-based material to assist risk discussions with women. ‘Seizing educational opportunities’ addressed the responsibility of all HCP to identify education opportunities to initiate key health discussions with women.Conclusion(sHCP provided ideas on content, format and access of education regarding long-term health post-HDP within the parameters of the Australian healthcare context. This evidence will guide educational developments for HCP on post-HDP health to ensure they can better care for women and families.