Date of this Version

2022

Document Type

DNP Project

Abstract

Hypertension remains a significant health comorbidity experienced during pregnancy. Hypertensive abnormalities in this state have implications for the development of poor health outcomes for both the mother and the baby. Although hypertensive disorders of pregnancy are a leading cause of maternal morbidity and mortality, Black women are three times more likely than White women to die from pregnancy-related causes, with most deaths being preventable (CDC, 2021). Social Determinants of Health (SDoH) are conditions in which people are born and live, involving resources available to manage illnesses and are linked to why Black women have more long-term pregnancy complications and outcomes then other populations. A lack of clinician knowledge, attitudes, and behaviors have been linked to the negative impact this population receives when it comes to adequate culturally competent care. Therefore, it is imperative that clinicians are made aware and understand the SDoH that may negatively affect hypertension prevention and control in pregnant Black women. Following the completion of a literature review, 21 articles were selected. The studies are consistent across socioeconomic classes and are strongly associated with SDoH and the lack educational resources to better serve patients.

The findings of the literature review were used to create a quality improvement (QI) project to improve clinicians’ knowledge, attitudes, and behaviors on the SDoH that can negatively affect pregnant Black women. An in-person, evidence-based, and interactive seminar was provided that included a pre- and posttest questionnaire. There was also time for questions and answers. The QI intervention was completed by the posttest 2 weeks after the seminar, to assess for changes in clinicians’ knowledge, attitudes, and behaviors. The survey scores were compared pre and post intervention. The survey results indicated highest improvement was made in the knowledge section. Moreover, it was supported that with an educational intervention, clinicians’ knowledge, attitudes, and behaviors can be enhanced.

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