Effect Of Breastfeeding Education Research Articles

The effect of breastfeeding education with digital storytelling on fathers' breastfeeding self-efficacy.

There is growing evidence that fathers play an important role in the breastfeeding process and that fathers need education about breastfeeding. In our age of rapidly developing technology, the use of new teaching techniques in the education of fathers will provide more effective results. In this study, the effect of breastfeeding education given with digital storytelling method on fathers' breastfeeding self-efficacy was examined. The study is a pretest-posttest randomized controlled trial. The study was conducted with the husbands of 80 pregnant women admitted to the childbirth preparation class of a state hospital. The study included a control group and an intervention of educational videos using a digital storytelling technique. Fathers were recruited from hospital antenatal classes and randomized to one of the two groups. Personal Information Form and Paternal Breastfeeding Self-Efficacy Scale-Short Form were used for data collection. Each father completed data collection forms at the beginning of the study and at 3 months postpartum. The η2 effect size was calculated for significant differences in the independent and dependent groups t test methods used in the analysis. There was a significant difference between the posttest scores of the fathers in the intervention and control groups (p < 0.05). When the effect sizes were analysed, it was found that the increase in the intervention group (t = -24.342) was higher than the control group (t = -8.385). In the current study, the effect of using digital storytelling method in breastfeeding education on fathers' breastfeeding self-efficacy was found to be significantly higher than routine education. It is recommended that this new method be used in education and counselling and that studies be conducted to examine its effect on breastfeeding behaviour and fathers' breastfeeding support.

The effect of breastfeeding education given through the teach-back method on mothers’ breastfeeding self-efficacy and breastfeeding success: a randomized controlled study

BackgroundAn individualized education using visual aids, allowing the woman to demonstrate what she has learned, and providing the opportunity for the woman to ask questions are important in terms of breastfeeding self-efficacy, breastfeeding success, and the sustainability of the education. This study is original in evaluating the effectiveness and sustainability of breastfeeding education provided through the teach-back method in terms of breastfeeding self-efficacy and success in a short period of time. Therefore, the aim of this study is to examine the impact of teach-back method on mothers’ breastfeeding self-efficacy and breastfeeding success.Materials and methodsThis is a randomized controlled study. The population of this study consisted of women who gave birth in the obstetrics and gynecology department of a state hospital located in Çorlu, in the northwest region of Turkey, between March 2022 and August 2022. The sample of this study consisted of a total of 100 postpartum women, with 50 participants in the experimental group and 50 participants in the control group, who gave birth in the obstetrics and gynecology department of Çorlu State Hospital. Computer-assisted simple randomization was employed to ensure the homogeneous distribution of the women into the experimental and control groups. The women in the experimental group received education and counseling services using the Teach-Back Method, based on the content of the prepared Breastfeeding Education Guide. The control group mothers, on the other hand, received standard breastfeeding education and counseling services. The data were collected through face-to-face interviews during the first 24 h postpartum and at the 1-month follow-up visits. In the study, the data collection tools used were a Personal Information Form, LATCH Breastfeeding Assessment and Evaluation Scale, Postpartum Breastfeeding Self-Efficacy Scale (short form), and the Teach-Back Observation Tool. In the evaluation of the research findings, the SPSS (Statistical Package for the Social Sciences) version 25.0 (IBM Corp., Armonk, NY, USA) program was used for statistical analyses. Descriptive, graphical, and statistical methods were employed to examine whether the scores obtained from each continuous variable followed a normal distribution. The Kolmogorov-Smirnov test was used to assess the normality of the scores derived from a continuous variable using statistical methods.ResultsIn the study, no significant difference was found in the distribution of the socio-demographic characteristics of the participants according to the study groups. In the experimental group, which received training with the tell-what-you-learned method, the mothers’ average EÖYÖ scores before the training, at the 24th hour after the training and at the 1st month after the training were 46.41 ± 11.26, respectively; It was determined to be 66.23 ± 6.94 and 67.84 ± 6.27. In the measurements made during the follow-up, it was determined that there was a significant difference in the study group’s EÖYÖ score averages (p < 0,001). For mothers in the experimental group, the average LATCH score of the mothers before training, 24 h after training and 1 month after training was 7.73 ± 1.81, respectively; It was determined that these values were 8.66 ± 1.61 and 9.95 ± 0.30, and there was a significant difference in the mean LATCH scores of the study group in the measurements made during the follow-up (p < 0.001).ConclusionsBreastfeeding education provided through the teach-back method is more effective in increasing both breastfeeding success and breastfeeding self-efficacy when compared to standard breastfeeding education.Trial registrationIran Randomized Clinical Trial Center IRCT20220509054795N2 Date of first registration: 10/11/2022.

The effect of breastfeeding education and skin-to-skin contact on breastfeeding efficiency and maternal attachment: a randomized controlled study

ABSTRACT The study aimed to compare the effects of breastfeeding education and skin-to-skin contact on breastfeeding efficiency and maternal attachment. This study was a three-group randomized controlled study. This study was conducted with 92 women in a delivery room in Türkiye between October 2021 and May 2022. The study consists of continuous early SSC (Group A), breastfeeding education (Group B), and control groups (Group C). Group A received SSC education and Group B received structured breastfeeding education. The groups were homogeneous in terms of sociodemographic and obstetric characteristics (p > 0.05). The levels of maternal attachment and breastfeeding activity of mothers in Group A were effective (p < 0.001). While SSC education was more effective than breastfeeding education in terms of these variables (p < 0.001), no significant difference was found in the control group. These findings may encourage professional support in enhancing breastfeeding efficiency and maternal attachment. . Trial registration: ClinicalTrials.gov identifier: NCT05433818.

The Effect of Education Breastfeeding to Breastfeeding Self Efficacy in Central Java Indonesia

The low coverage of exclusive breastfeeding is influenced by several internal factors. Breastfeeding Self-efficacy can be increased through knowledge, skills about breastfeeding. Efforts to build knowledge and skills of mothers in breastfeeding can be done through breastfeeding education. This study aims to determine the effect of providing breastfeeding education with booklets on the breasfeeding self-efficacy in post partum mothers in Klaten, Central Java, Indonesia. This research is quantitative research with one group pre test - post test design. This research was conducted at 2 independent midwifery in Klaten on July to September 2020. Sampling technique used was purposive sampling with inclusion criteria. Statistical analysis used Univariate analysis and Bivariate analysis using paired t-test. There was a significant increase in the mean breastfeeding self-efficacy before and after breastfeeding education with booklets with a significant of 0.000 (&amp;gt; 0.000 at α = 0.05 and a confidence level of 95%. There is the effect of breastfeeding education with a booklet on self efficacy of breastfeeding on postpartum mother. Education breasfeeding can be used by midwives or health promotion to educate pregnant women and post-partum mothers to increase self efficasy to support the successfull of exclusive breastfeeding.

The effect of breastfeeding education with grandmothers\u2019 attendance on breastfeeding self-efficacy and infant feeding pattern in Iranian primiparous women: a quasi-experimental pilot study

BackgroundOne of the most important factors that affects breastfeeding self-efficacy and exclusivity is breastfeeding support provided by the family. The aim of this study was to determine the effect of breastfeeding education sessions for primiparous women, with and without the attendance of maternal grandmothers, on breastfeeding self-efficacy and infant feeding patterns.MethodsThis quasi-experimental study was conducted on 64 primiparous women who referred to the Antenatal Clinic of Amiralmomenin Hospital, Tehran, Iran from June to December, 2018. Eligible pregnant women were allocated into two groups; either with and without grandmothers in attendance. Group assignments were determined according to the week the women had prenatal care at the hospital. All eligible women seen in the clinic during 1 week were assigned to one group and women who presented in the alternating week were assigned to the other group. In the education group with grandmothers in attendance, each woman participated in two prenatal education programs with her mother and one postpartum program approximately 3 h before discharge. In the other group, participating mothers attended breastfeeding education sessions without the grandmother’s attendance. The participating mothers answered questions from the Breastfeeding Self-Efficacy Scale-Short Form (BSES-SF) at the time of the hospital discharge, and 4 and 8 weeks after delivery. Questions about the infants’ feeding patterns were asked by telephone contact with the participating mothers from both groups at the same time periods.ResultsThe mean BFSE scores were signficantly different between the groups with grandmothers and without grandmothers at the time of the hospital discharge (60.15 ± 4.47 vs. 56.84 ± 6.22, independent t-test; p = 0.017), and at 4 weeks (61.71 ± 2.66 vs. 56.62 ± 9.12, p = 0.004) and 8 weeks after delivery (63.68 ± 2.14 vs. 60.03 ± 6.32, p = 0.003). No significant difference existed in infant feeding patterns between the groups at the same time periods.ConclusionsThis study suggests that breastfeeding education with grandmothers’ attendance is effective in improving the mothers’ breastfeeding self-efficacy. A family-centered program should be considered in beastfeeding education for increasing of exclusive breastfeeding.

Effect of Breastfeeding Education on Mother’s Knowledge and Infant Weight Gain

Breastfeeding education should be delivered by a person who is qualified and expertise in lactation management. This study is conducted to evaluate the effects of breastfeeding education on mothers' knowledge and infants’ weight gain. The mothers received individual and group counselling education interventions. The intervention resulted in a significant difference in the level of knowledge regarding post breastfeeding education between groups (p&lt; 0.001). However, the infants’ weight patterns showed an increase in total of 489 grams for the control group and 356 grams for the intervention group by week four. Support from nurses is vital for the successful assistance of mothers in breastfeeding to empower them and boost their confidence.

Effect of breastfeeding education and support intervention (BFESI)\xa0versus routine care on timely initiation and exclusive breastfeeding in Southwest Ethiopia: study protocol for a cluster randomized controlled trial

BackgroundInfant mortality rates are still high in Ethiopia. Breastfeeding is regarded as the simplest and least expensive strategy for reduction of infant mortality rates. Community-based educational and support interventions provided prenatally and postnatally are effective in increasing breastfeeding rates. However, such interventions are not widely implemented in Ethiopia. This study aims to assess the effect of breastfeeding education and support on timely initiation and duration of exclusive breastfeeding.MethodsA cluster-randomized controlled trial at the community level will be conducted to compare the effect of breastfeeding education and support versus routine care. The intervention will be provided by Women Development Army leaders who are already in the country’s health system using a 40-h WHO breastfeeding counseling course, “Infant and Young Child Feeding Counseling: an integrated course” and the “Training of Trainers Manual for Counseling on Maternal, Infant and Young Child Nutrition” in the local language. Culturally appropriate operational packages of information will be developed for them. Using preset criteria at least 432 pregnant women in their third trimester will be recruited from 36 zones. Visits in the intervention arm include two prenatal visits and 8 postnatal visits. Supervisory visits will be conducted monthly to each intervention zone. Data will be entered into Epi-data version 3.1 and analyzed using STATA version 13.0. All analysis will be done by intention to treat analysis. We will fit mixed-effects linear regression models for the continuous outcomes and mixed-effects linear probability models for the binary outcomes with study zone as random intercept to estimate study arm difference (intervention vs. routine education) adjusted for baseline value of the outcome and additional relevant covariates. The protocol was developed in collaboration with the Jimma Zone and Mana district Health office. Ethical clearance was obtained from the Institutional Review Board of University of Oslo and Jimma University. This study is partly funded by NORAD’s NORHED programme.DiscussionWe expect that the trial will generate findings that can inform breastfeeding policies and practices in Ethiopia.Trial registrationClinicalTrials.govNCT 03030651 January 25, 2017 version 3 dated 16 July 2018.

The effectiveness of breastfeeding education on maternal breastfeeding self-efficacy and breastfeeding duration: a systematic review

Review question/objective 1. The objectives of this review are to synthesise the best available evidence on: 2. The effectiveness of different types of breastfeeding education on increasing maternal self-efficacy. 3. The impact of different types of breastfeeding education on duration of exclusive breastfeeding, duration of any breastfeeding, and breastfeeding complications. 4. The effectiveness of different types of breastfeeding education on increasing maternal self-efficacy and breastfeeding duration, as compared with conventional care. Specific review questions are: 1. What is the effectiveness of various forms of breastfeeding education (for example, educational program, didactic teaching session, one-to-one, group, peer support, and workshop) on maternal breastfeeding outcomes, including maternal breastfeeding self-efficacy and breastfeeding duration? 2. What is the effectiveness of breastfeeding education of varying duration (for example, one hour, one and a half hours) on maternal breastfeeding outcomes, including maternal breastfeeding self-efficacy and breastfeeding duration? 3. What is the effectiveness of various timing of breastfeeding education (for example, prenatal, postnatal, both prenatal and postnatal period) on maternal breastfeeding outcomes, including maternal breastfeeding self-efficacy and breastfeeding duration? 4. What is the effectiveness of different providers of breastfeeding education (for example, lactation consultant, midwife, nurse, nurse practitioner, or physician) on maternal breastfeeding outcomes, including maternal breastfeeding self-efficacy and breastfeeding duration? 5. What is the effectiveness of breastfeeding education based on self efficacy theory compared with other types of breastfeeding education on maternal breastfeeding outcomes, including maternal breastfeeding self-efficacy and breastfeeding duration? Inclusion criteria Types of participants The study population will include pregnant women and mothers of infants in the immediate postpartum period. Studies recruiting mothers, who are over 18 years old, who have a caesarean, instrumental, or spontaneous vaginal delivery and who have given birth for the first time to an infant or infants will be eligible to be included in this review. TRUNCATED AT 350 WORDS.

The effectiveness of breastfeeding education on maternal breastfeeding self-efficacy and breastfeeding duration: a systematic review

The effectiveness of breastfeeding education on maternal breastfeeding self-efficacy and breastfeeding duration: a systematic review

ABFAB. Attachment to the breast and family attitudes to breastfeeding. The effect of breastfeeding education in the middle of pregnancy on the initiation and duration of breastfeeding: a randomised controlled trial [ISRCTN21556494

BackgroundIt has proven difficult to reach World Health Organization (WHO) recommendations that infants be exclusively breastfed from birth to six months of age [1,2], yet there is limited knowledge about interventions that are effective in increasing breastfeeding initiation and duration. Particularly lacking is evidence about how to maintain breastfeeding rates in countries which already have a high initiation of breastfeeding. This study aims to determine whether mid-pregnancy breastfeeding education, with a focus on either attitudes to breastfeeding or on technical aspects of breastfeeding, has an effect on rates of breastfeeding initiation and duration. Secondary aims of the study are to: explore what factors might affect the duration of breastfeeding and evaluate the interventions from the participant and childbirth facilitator perspectives.Methods/DesignA randomised controlled trial (RCT) design will be used. Women having their first baby, and planning to give birth as public patients at the Royal Women's Hospital (RWH), Melbourne, will be approached at 18–20 weeks of pregnancy and invited to participate in the study. Participants will be randomly allocated to a control group or one of two group interventions: a previously designed and trialled tool to teach practical aspects of breastfeeding or an exploration of family attitudes to breastfeeding. The latter was developed and piloted by the investigators in conjunction with the group facilitators, prior to trial commencement. The interventions are planned to take place at 20–25 weeks. Data will be collected by questionnaire at recruitment, at interview in hospital after the birth and by telephone interview six months later. Medical/obstetric outcomes will be obtained from the medical record. The sample size (972) was calculated to identify an increase in breastfeeding initiation from 75 to 85% and an increase from 40 to 50% in breastfeeding at six months.

Effect of Breast-feeding Education and Follow-up care on the Breast-feeding Rate and the Breast-feeding Method: Focused on Home Visit and Phone Counselling

This was a pre-experimental study to confirm the breastfeeding ability and effect of follow-up care on the breastfeeding rate and the breastfeeding method by the mother-infant breastfeeding assessment tool for the mothers who got the breastfeeding education.The subjects were 46 mothers who experienced normal delivery of infants at a college hospital in K-city, Kyungsangbuk-do, from July 1 to October 21, 2000.The instrument for data obt ain ment were The Mot h er - Infa n t Br ea st - F eedin g Assessm ent Tool of J oh n son et al. (1999), and The Breast-Feeding Method Measurement Tool of Jeong, Geum-hee (1997). This instrument was reliable, showing Cronbach α .751.This study classified them into 3 groups: at high risk for breastfeeding failure, at risk for breastfeeding problems, and at low risk for breastfeeding failure by the mother-infant breastfeeding assessment tool on the day of discharge from the hospital after delivering individual breastfeeding education to the subjects.This study investigated the breastfeeding rate and the breastfeeding method through a mail questionnaire at the four-week after childbirth, and through the phone counseling and the home visit for follow-up care at the first week and the second week after childbirth. Reason 2: Corrected spacing and punctuation errors. The sixth week after childbirth, this study investigated the breastfeeding rate by phone.The data analyzed the hypotheses by χ2-test, paired t-test, ANOVA, Wilcoxon signed rank test, Wilcoxon rank sum test, and trend analysis using SPSS/PC+WIN 10.0 program.The results were as follows:1) Hypothesis 1-1, there won't be any difference the breastfeeding rate of a group at risk for breastfeeding failure by the time elapsed was supported through constant the breastfeeding rate, because changes in the breastfeeding rate by the time elapsed after childbirth wasn't statistically significant (t = -1.501, p = .270).Hypothesis 1-2, there won't be any difference in the breastfeeding rate of group at low risk for breastfeeding failure by the time elapsed was supported through constant the breastfeeding rate, because changes in the breastfeeding rate by the time elapsed after childbirth wasn't statistically significant (t = -1.732, p = .225).2) Hypothesis 2-1, there won't be any difference between the breastfeeding method of group at risk for breastfeeding failure for four weeks after childbirth and just after childbirth was rejected, because the mean point of post-test appeared to be higher than that of pre-test (t = -7.267, p = .000).Hypothesis 2-2, there won't be any difference between the breastfeeding method of the group at low risk for breastfeeding failure for four weeks after childbirth and just after childbirth was rejected, because the mean point of posttest appeared to be higher than that of pretest (t = -2.501, p = .012).3) The third hypothesis, there won't be any difference between breastfeeding method of groups at risk for breastfeeding problems and at low risk for breastfeeding failure at the 4th week after childbirth and just after childbirth didn't show any difference between the breastfeeding method of groups at risk for breastfeeding problems and at low risk for breastfeeding. g failure in the advance test (t = -1.521, p = .130) but there was difference between them in post test (t = -2.012, p = .044). As a result, the 3rd hypothesis was supported by pretest, but it was rejected by posttest.In conclusion, this study confirmed that breastfeeding education and follow-up care just after childbirth were effective for the breastfeeding rate and method.According to the proposed successful nursing intervention of breastfeeding, it is necessary to continuously provide follow-up care through the mother-infant breastfeeding assessment tool as well as to execute individual breastfeeding education to mothers just after childbirth.