Critical reflection and prenatal screening public education materials: a metaphoric textual analysis

This paper presents a study of prenatal screening educational materials that uses metaphoric textual analysis to critically examine implicit messages in the educational resources. In Canada, the Clinical Practice Guideline on prenatal screening explicitly states that counselling about prenatal screening should be non‐directive, promote choice, and be respectful of the needs and quality of life of people with disabilities. This study examines whether the written public education materials available to Canadian women are consistent with these aims. Findings from the prenatal screening patient education pamphlets are presented, and prominent figurative and metaphoric language identified in the educational resources is highlighted. The discussion considers the ways in which the education pamphlets may communicate subtle messages to women, and offers considerations for the design of non‐directive prenatal screening educational materials. In addition, the discussion considers the ways in which metaphor analysis can foster critical reflection and reveal insights important for the design of educational materials in health care.