Objective: To evaluate the impact of climate change education on pregnant women's climate change awareness and anxiety.Study Design: Quasi‐experimental research with pre‐ and post‐test design.Methods: This study was conducted among pregnant women who visited a tertiary maternity hospital between April and June 2023 to assess climate change awareness, perception, knowledge, behavioral and policy expectations, and anxiety before and after the introduction of climate change education. The first phase of the study was conducted by distributing a set of questions related to sociodemographics and completing the Climate Change Awareness Scale and the Climate Change Worry Scale, followed by climate change education where pregnant women were exposed to a brochure entitled “Pregnancy and Climate Change”. After the intervention, pregnant women were assessed using the same questionnaire.Results: There was a significant decrease in pregnant women's anxiety regarding climate change (p < 0.001). Participants' awareness (p < 0.001), perception (p < 0.001), knowledge (p < 0.001), and policy expectations regarding climate change significantly increased (p < 0.001), while their anxiety levels decreased (p < 0.001).Conclusion: The study suggests that climate change education may reduce climate change anxiety among pregnant women while also enhancing their awareness, and improving their perceptions, knowledge, behaviors, and policy expectations about climate change.

PURPOSE: Postpartum period is a critical interval in which the woman is under risk for psychiatric disorders including postpartum depression (PD). This study was performed to investigate the impact of the mode of delivery on the occurrence of PD in primiparous mothers. MATERIALS AND METHODS: This correlational study was performed on 244 primiparous women (aged 15–49 years) in 17 primary health-care centers. Sociodemographic, obstetric, and PD-related data were gathered using questionnaires and the Edinburgh Postnatal Depression Scale (EPDS) on the 1^st and 3^rd months after delivery. The questionnaires were administered to all primiparous mothers who were registered to the relevant health-care center. Questionnaires were administered by the researcher for 25–30 min with face-to-face interview technique. RESULTS: Comparison of EPDS scores on the 1^st and 3^rd months indicated that there was a remarkable decline over time (Z = 11.112, P = 0.001). There was an inverse association between educational level and EPDS scores on the 3^rd month (P = 0.037). On the other hand, no significant relationship was detected between age groups, occupation, income, place of accommodation, and EPDS scores. Evaluation of the relationship between obstetric features and EPDS scores revealed that desired and performed modes of delivery, induction, episiotomy, and spinal anesthesia were not linked with EPDS scores. The postpartum behavior (χ ² = 10.315; P = 0.035) and feeding method of infants (χ ² = 6.109; P = 0.013) were associated with EPDS scores on the 1^st month, but not with EPDS scores on the 3^rd month. CONCLUSION: Effective measures must be established for early recognition of factors affecting the occurrence of PD. Health planners and policymakers must spend their efforts for promotion of the knowledge and attitudes of mothers during pregnancy. Identification of factors for PD necessitates implementation of multicentric, controlled trials on larger series.

EHealth literacy plays a crucial role during pregnancy, as maternal health behavior can influence health outcomes for both mother and child. This study assessed the impact of eHealth literacy on maternal-fetal health outcomes through a cross-sectional analysis of 1,265 pregnant women admitted to a tertiary maternity hospital in Turkey between April and July 2022. Data on sociodemographic information, obstetric variables, birth outcomes, Internet usage, and eHealth Literacy Scale (eHEALS) were collected. Kolmogorov-Smirnov, Mann - Whitney U, Kruskal-Wallis, and Spearman correlation were used for data analysis. The median age of women was 28 years, and the mean gestational age was 38.6 weeks. Median eHealth literacy score was 21 (range:8-40). Pregnant women who had planned pregnancies, received spousal support, attended 9-12 antenatal care visits, received vaccinations, adhered to iron and folic acid supplementation, engaged in regular physical activity, and maintained regular sleep patterns exhibited higher eHealth scores (all p < .001). eHEALS scores were higher in women who experienced normal vaginal deliveries (p < .001), while lower eHEALS scores were noted in those with comorbidities (p = .001). The study suggested that higher eHealth literacy among pregnant women was associated with improved health-promoting behaviors, more favorable health perceptions, increased utilization of health services, and better maternal and fetal outcomes.

Aim: To analyze the psychometric properties of the Quality Nursing Care Scale in Turkish Language. Background: The quality of health services and nursing care effectively improves safe patient outcomes and reduces costs in healthcare organizations. There is a need for valid and reliable tools in order to use for evaluating the quality of nursing care. Methods: The methodological and cross-sectional study included 225 nurses working in a research and training hospital. Content validity, construct validity, item analysis, and internal consistency analysis were used. Results: The content validity index of the scale was 0.96. The item-total score correlation values of the items were 0.72 and higher. The factor loads of the items ranged from 0.42 to 0.90. Different from the original scale, Turkish form consisted of three sub-dimensions. The fit indices were acceptable or very good. The Cronbach’s alpha internal consistency coefficient was 0.99. Conclusion: The Quality Nursing Care Scale was valid and reliable with its three-factor structure in Turkish Language. It may be used for measuring the quality of care in the aspects of nurses.