Climate change is a global threat that poses significant risks to pregnant women and to their developing fetus and newborn. Educating pregnant women about the risks to their pregnancy may improve maternal and child health outcomes. Prior research suggests that presenting health information in narrative format can be more effective than a didactic format. Hence, the purpose of this study was to test the effectiveness of two brief educational interventions in a diverse group of pregnant women (n = 151). Specifically, using a post-test only randomized experiment, we compared the effectiveness of brief information presented in a narrative format versus a didactic format; both information formats were also compared to a no information control group. Outcome measures included pregnant women’s actual and perceived knowledge, risk perception, affective assessment, self-efficacy, intention to take protective behaviors, and subsequent information seeking behavior. As hypothesized, for all outcome measures, the narrative format was more effective than the didactic format. These results suggest the benefits of a narrative approach (versus a didactic approach) to educating pregnant women about the maternal and child health threats posed by climate change. This study adds to a growing literature on the effectiveness of narrative-based approaches to health communication.

中文翻译：

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叙事与教学信息格式对孕妇知识，风险感知，自我效能以及与气候变化健康风险相关的信息寻求的有效性

气候变化是全球性威胁，对孕妇及其发育中的胎儿和新生儿构成重大威胁。对孕妇进行怀孕风险教育可以改善母婴健康状况。先前的研究表明，以叙事形式展示健康信息可能比教学形式更有效。因此，本研究的目的是测试两种简短的教育干预措施对不同类型孕妇的有效性（n= 151）。具体来说，使用仅测试后的随机实验，我们比较了以叙述形式和教学形式呈现的简短信息的有效性；两种信息格式也都与无信息对照组进行了比较。结果指标包括孕妇的实际知识和感知知识，风险感知，情感评估，自我效能感，采取保护行为的意愿以及随后的信息寻求行为。如假设的那样，对于所有结果度量，叙述格式比教学格式更有效。这些结果表明，叙事方法（相对于教学方法）的好处是可以教育孕妇气候变化对母婴健康的威胁。