Context: Vaginal birth after cesarean section (VBAC) is a safe option for many pregnant women and is
one of the strategies developed to control the rising of cesarean delivery rate. Aim: This study aimed to
examine the effect of nano-teaching sessions on maternal outcome among pregnant women eligible to
vaginal birth after cesarean section. Methods: A quasi-experimental design (nonequivalent control group
pretest/posttest) was adopted. A purposive sample of 66 pregnant women was recruited. This study was
conducted at obstetric and gynecological outpatient clinic of Kafrelsheikh general hospital, Kafrelsheikh
governorate, Egypt. Data were collected using five tools: structured interviewing questionnaire,
knowledge about VBAC questionnaire (pre-post-test), attitude toward VBAC scale, decisional conflict
scale (DCS), and decision regret scale (DRS). Results: Post-intervention, the mean knowledge score of
the study group was 37.7 ±3.8 as compared to 13.7 ±3.7 for control group. Concerning decisional conflict
score, it was significantly lower in the study group as compared to the control group (12.7± 5.7 vs. 49.5 ±
11.9 respectively). The rate of VBAC among study group was 45.5% compared to 0.00% among control
group. Moreover, the score of decision regret was significantly lower in the study group compared to the
control group (11.6 ± 5.3 vs. 38.7± 17.3 respectively). Conclusion: Application of nano-teaching session
was associated with a significantly better maternal outcome regarding knowledge, attitude, decisional
conflict, mode of delivery, and decision regret (p<0.001). Recommendation: Nano-teaching session
should be conducted in order to empower pregnant women to take an active role in health care decision
making.