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Ramírez-Durán MDV, Gutiérrez-Alonso C, Moreno-Casillas L, Del Río-Gutiérrez A, González-Cervantes S, Coronado-Vázquez V. An Educational Intervention to Explore and Overcome Nursing Students' Breastfeeding Barriers: A Mixed-Methods Quasi-experimental Study. J Perinat Neonatal Nurs 2024; 38:E3-E13. [PMID: 37319350 PMCID: PMC10807748 DOI: 10.1097/jpn.0000000000000742] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
BACKGROUND Nursing and midwifery students do not feel adequately prepared during their clinical training to support women who breastfeed, demanding more effective communication skills and knowledge. AIM The aim was to evaluate changes in students' breastfeeding knowledge. METHODS This was a mixed-methods quasi-experimental design. Forty students voluntarily participated. Using a 1:1 ratio, 2 groups were randomly created and completed the validated questionnaire ECoLaE (pre-post). The educational program consisted of focus groups, a clinical simulation, and a visit to the local breastfeeding association. FINDINGS The control group's posttest scores ranged from 6 to 20 (mean = 13.1, standard deviation [SD] = 3.0). The intervention group ranged from 12 to 20 (mean = 17.3, SD = 2.3). A Student's t test for independence samples was calculated ( P < .005, t = 4.5, median = 4.2). The intervention group had a mean difference of 10 points in improvement (mean =10.53, SD = 2.20, min = 7, max = 14), whereas the control group had a mean of 6 points (mean = 6.80, SD = 3.03, min = 3, max = 13). The multiple linear regression explained the intervention's effect. The regression model had statistical significance ( F = 4.87, P = 0.004), with an adjusted R2 = 0.31. The linear regression between the posttest scores and group variables after adjusting by age showed an increment of 4.1 points in the intervention posttest scores ( P < .005, 95% confidence interval [CI] = 2.1-6.1). CONCLUSIONS The educational program "Engage in breaking the barriers to breastfeeding" improved nursing students' knowledge.
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Affiliation(s)
| | | | - Luis Moreno-Casillas
- Department of Nursing, Catholic University “Santa Teresa de Jesús” Ávila, Avila, Spain
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Scott AL, Lambert AW, Wang CH, Johnson KV, Weiss J, Stankus T. University campus breastfeeding, knowledge, and perceptions of support: An exploratory study. PLoS One 2023; 18:e0285008. [PMID: 37235590 DOI: 10.1371/journal.pone.0285008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2022] [Accepted: 04/14/2023] [Indexed: 05/28/2023] Open
Abstract
Breastfeeding is often considered principally a biological issue but success is impacted by the socio-ecological environment of the lactating parent. Identifying current attitudes towards breastfeeding is essential in the effort toward normalizing breastfeeding in communities, including university campuses. The study explored campus community knowledge, awareness, and attitudes about breastfeeding, including available resources and applicable laws on two university campuses in the southern United States. This cross-sectional, self-reporting study utilized the Iowa Infant Feeding Attitude Scale and an adaptation of the Breastfeeding Behavior Questionnaire to survey a convenience sample. Results revealed decreased awareness of protective laws, availability of private lactation space, and insufficient public appreciation of breastfeeding's unique advantages to both lactating parent and infant as barriers to breastfeeding. These findings will help develop additional breastfeeding strategies to improve university campus community breastfeeding initiatives.
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Affiliation(s)
- Allison L Scott
- Eleanor Mann School of Nursing, University of Arkansas, Fayetteville, Arkansas, United States of America
| | - Ann W Lambert
- Auburn University College of Nursing, Auburn University, Auburn, Alabama, United States of America
| | - Chih-Hsuan Wang
- Auburn University College of Education, Auburn University, Auburn, Alabama, United States of America
| | - Kelly V Johnson
- Eleanor Mann School of Nursing, University of Arkansas, Fayetteville, Arkansas, United States of America
| | - Jessica Weiss
- St. Luke's Health System, Kansas City, Missouri, United States of America
| | - Tony Stankus
- University of Arkansas Libraries, University of Arkansas, Fayetteville, Arkansas, United States of America
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Spencer RL, Stephenson J, Thomas C. "One of those things the student is left to do". Student midwives' experience of infant feeding education. A phenomenological study. Nurse Educ Pract 2022; 63:103416. [PMID: 35901528 DOI: 10.1016/j.nepr.2022.103416] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2021] [Revised: 05/25/2022] [Accepted: 07/18/2022] [Indexed: 10/17/2022]
Abstract
AIM/OBJECTIVE To explore final year student midwives' experiences of breastfeeding education and clinical experience during their three year pre-registration midwifery degree course. BACKGROUND Despite an increasing research base about what helps or hinders breastfeeding, there is a dramatic drop in breastfeeding prevalence within the first six weeks of birth. Breastfeeding support and education have been identified as influencing factors associated with breastfeeding prevalence, yet there is a paucity of evidence exploring infant feeding education for pre-registration student midwives. DESIGN Qualitative data was gathered using semi-structured interviews with seventeen final year midwifery students in a Higher Education Institution in the North of England. METHODS Interviews were audio recorded, transcribed verbatim, and analysed using thematic analysis. RESULTS Three core themes were identified: The Mentor-Student Relationship, Midwives and student midwives' attitudes towards breastfeeding and Theory-Practice Disassociation. University-based input provided them with underpinning knowledge but provided little opportunity to develop skills. Attitudes towards breastfeeding were predominantly negative, and these negative descriptions were frequently linked by students to time constraints and workload pressures. The relationship between students and mentors had a direct impact on students' development of breastfeeding support skills and confidence: students who had mentors who were enthusiastic about their role in facilitating learning in clinical practice were confident in supporting women with infant feeding. However, many students described the hospital environment as too busy for infant feeding skills teaching and guidance. CONCLUSIONS Although few participants were dissatisfied with how their pre-registration midwifery education prepared them for clinical practice in general, the majority would have liked more opportunities to support women with infant feeding in complex and challenging cases, both in University and in clinical practice. There is a need for midwifery students to be provided with a variety of educational experiences such as theoretical classroom-based learning, simulation-based learning, peer learning, clinical care practice and direct service user engagement. These learning experiences need to include artificial feeding and breastfeeding.
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Affiliation(s)
- Rachael Louise Spencer
- Department of Nursing and Midwifery, College of Health, Wellbeing and Life Sciences, Sheffield Hallam University, Robert Winston Building, Collegiate Campus, Sheffield S10 2DN, UK.
| | - Jane Stephenson
- Department of Nursing and Midwifery, College of Health, Wellbeing and Life Sciences, Sheffield Hallam University, Robert Winston Building, Collegiate Campus, Sheffield S10 2DN, UK.
| | - Chantelle Thomas
- Department of Nursing and Midwifery, College of Health, Wellbeing and Life Sciences, Sheffield Hallam University, Robert Winston Building, Collegiate Campus, Sheffield S10 2DN, UK.
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Langford C, Gowan M, Haj M. Breastfeeding Experiences of Baccalaureate Nursing Students: A Qualitative Study. J Hum Lact 2021; 37:689-696. [PMID: 33351687 DOI: 10.1177/0890334420979981] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
BACKGROUND Students returning to school who are breastfeeding face unique challenges. There is limited literature on breastfeeding university students. Several researchers have studied breastfeeding employees in the workplace. Institutions of higher education closely mimic the employment environment. Breastfeeding college students who express their milk while at school share similar challenges to employed mothers. A baccalaureate nursing program is rigorous and little is known about the challenges facing breastfeeding student nurses returning to classes. RESEARCH AIM To explore the breastfeeding experience of baccalaureate nursing students. METHODS Our study was a cross-sectional descriptive qualitative design. Purposive sampling was used to enroll participants (N = 12). In depth, semi-structured interviews were conducted. Qualitative thematic analysis was used to analyze the data both manually and using Dedoose QDA software. RESULTS An overarching theme of pervasive conflict between the role of the breastfeeding mother and the role of the student nurse surfaced. Three interrelated organizing themes also emerged; challenging, vulnerability, and resilience. Time constraints, self-care versus role demands, and structural accommodations contributed to the challenges. Only one participant indicated a knowledge of her breastfeeding rights. All of the participants expressed gratitude for faculty and community support, regardless of conflicts. CONCLUSION Breastfeeding participants were both vulnerable and resilient. Faculty may improve experiences through providing specific areas of support. A breastfeeding support policy outlining student rights and faculty responsibilities is needed to educate, guide, and enforce protections. Health care providers may enhance breastfeeding students' experiences through anticipatory guidance, education, and continued support.
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Affiliation(s)
- Cheryl Langford
- 5535 School of Nursing, Linfield University, Portland, OR, USA
| | - Marcella Gowan
- 5535 School of Nursing, Linfield University, Portland, OR, USA
| | - Monica Haj
- 5535 School of Nursing, Linfield University, Portland, OR, USA
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Guimarães CMDS, Fonseca LMM, Monteiro JCDS. Development and validation of a prototype application on breastfeeding for health professionals. Rev Esc Enferm USP 2021; 55:e20200329. [PMID: 34516600 DOI: 10.1590/1980-220x-reeusp-2020-0329] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2020] [Accepted: 05/21/2021] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVE To develop and validate a prototype mobile application on breastfeeding for health professionals. METHOD Methodological study. To build this prototype, information obtained from interviews with six health professionals who were certified as international breastfeeding consultants was employed. For validating the prototype, screenshots were sent to each professional participating in the first phase, as well as an adapted instrument to assess appearance, content, and language. RESULTS Most assessments were "great" or "good". The participating professionals have also made important considerations for content enhancement, mainly for the clinical content. CONCLUSION The prototype was positively assessed by the professionals, fulfilling the proposed objective. This study is highly important for breastfeeding care professional practice, since it presents a tool which improves quality of care by contributing to the best evidence-based practice.
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Affiliation(s)
- Carolina Maria de Sá Guimarães
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, Programa de Pós-Graduação Enfermagem em Saúde Pública, Ribeirão Preto, SP, Brazil
| | - Luciana Mara Monti Fonseca
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, Departamento de Enfermagem Materno-infantil e Saúde Pública, Ribeirão Preto, SP, Brazil
| | - Juliana Cristina Dos Santos Monteiro
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, Departamento de Enfermagem Materno-infantil e Saúde Pública, Ribeirão Preto, SP, Brazil
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Prokop N, Sim J, Meedya S. A qualitative descriptive study of new graduate nurses' experiences supporting breastfeeding women in neonatal settings. Nurse Educ Pract 2021; 55:103172. [PMID: 34461461 DOI: 10.1016/j.nepr.2021.103172] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2021] [Revised: 08/03/2021] [Accepted: 08/04/2021] [Indexed: 11/18/2022]
Abstract
AIM The aim was to explore the experiences of new graduate nurses who provide support to breastfeeding women in neonatal care settings. The objective of this study was to explore the enablers and barriers that influenced new graduate nurses' self-efficacy. BACKGROUND Nurses have important roles in promoting and educating breastfeeding women in neonatal care settings. Although there are many studies that focused on nursing students and registered nurses' experiences in supporting breastfeeding women, there is limited research about the experiences of new graduate nurses during their transition from universities to neonatal care settings as a registered nurse where they learn how to educate and support breastfeeding women. DESIGN A qualitative descriptive study. METHODS Nine new graduate nurses who support breastfeeding women in neonatal care settings within Australia were recruited. Data was collected through semi-structured interviews via videoconference or telephone. Braun & Clarke's thematic analysis was used to analyse the data. RESULTS This study found four themes: Preparedness, Emotions, Ongoing Learning, and Confidence. Barriers and enablers included support, time, consistency of information, and impact of stereotyping. The new graduate nurses did not initially feel prepared to support breastfeeding women due to their lack of knowledge. Participants' self-efficacy enhancing strategies to help build knowledge and confidence supporting breastfeeding women included: a) frequent practice, b) having role models and seeking support, c) receiving encouragement and positive feedback, and d) interpreting their emotional feelings as a normal reaction to the learning process. CONCLUSION Additional education should be provided during pre-registration education and on commencement of employment in neonatal settings to improve new graduate nurses'knowledge supporting breastfeeding women. Self-efficacy enhancing strategies can be used in partnerships between educational institutions and hospitals to support new graduate nurses to feel more confident providing breastfeeding support in neonatal care settings.
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Affiliation(s)
- Nicole Prokop
- School of Nursing, University of Wollongong, Northfields Ave Wollongong, NSW 2522, Australia.
| | - Jenny Sim
- School of Nursing & Midwifery, University of Newcastle, Honorary Associate Professor, School of Nursing & Australian Health Services Research Institute, University of Wollongong, NSW, Australia.
| | - Shahla Meedya
- School of Nursing, University of Wollongong, Northfields Ave Wollongong, NSW 2522, Australia.
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Karahan Okuroglu G, Şahin Orak N, Mamedov F, Ecevit Alpar Ş. Development and Validation of the Safe Parenteral Medication Administration Self-Efficacy Scale. J Contin Educ Nurs 2021; 52:267-273. [PMID: 34048296 DOI: 10.3928/00220124-20210514-05] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND This study aimed to develop a valid and reliable measurement instrument for determining the self-efficacy perceptions of nurses concerning safe medication practices. METHOD The study was conducted at the hospital of a state university in Istanbul, Turkey, between August and December 2016. The sample consisted of 278 nurses. RESULTS The exploratory factor analysis indicated the scale had a single-factor structure that explained 47.92% of the total variance. The remaining 76 items had factor loads ranging from .50 to .87. The item-total correlations varied between .49 and .86, and Cronbach's alpha coefficient for the scale was .98. CONCLUSION The results of the analysis show the items constituting the scale have validity and reliability criteria that can measure the self-efficacy of nurses related to parenteral medication administration. [J Contin Educ Nurs. 2021;52(6):267-273.].
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Webber E, Wodwaski N, Courtney R. Using Simulation to Teach Breastfeeding Management Skills and Improve Breastfeeding Self-Efficacy. J Perinat Educ 2021; 30:19-28. [PMID: 33488044 PMCID: PMC7819477 DOI: 10.1891/j-pe-d-20-00013] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Abstract
Breastfeeding rates in the United States continue to be variable and are not meeting benchmarks established by Healthy People 2020. The literature indicates that although breastfeeding knowledge of providers is paramount in the success of breastfeeding mothers, most receive minimal education regarding breastfeeding management. Recognizing a lack of opportunities for nursing students to practice breastfeeding management during clinical rotations, a breastfeeding simulation program was implemented for students prior to beginning Maternal Child Health clinicals. Students reported increased confidence in caring for breastfeeding dyads and enhanced comfort when providing care to a breastfeeding mother (breastfeeding self-efficacy). This hands-on educational approach can be utilized for any provider working with breastfeeding dyads.
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Prepelita T, Ricchi A, Messina MP, Molinazzi MT, Cappadona R, Fieschi L, Nespoli A, Guana M, Cervi G, Parma D, Mauri PA, Artioli G, Banchelli F, Foa C, Neri I. Self-efficacy in breastfeeding support: a research on Italian midwifery students. ACTA BIO-MEDICA : ATENEI PARMENSIS 2020; 91:27-34. [PMID: 32168310 PMCID: PMC7944660 DOI: 10.23750/abm.v91i2-s.9149] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 01/08/2020] [Accepted: 01/13/2020] [Indexed: 11/23/2022]
Abstract
BACKGROUND AND AIM OF THE STUDY Maternal breastmilk represents the best nourishment for the newborn baby during its first six months, as it offers several benefits for the health and well-being of babies and mothers. In order to promote, protect and support effectively mother and child during breastfeeding, it is essential for midwives to be properly educated and to acquire highly professionalizing skills. This study aimed to evaluate the level of self-efficacy of the students attending the Degree Course of Midwifery, regarding the support of mother and child in breastfeeding. METHOD A questionnaire of 37 items (Blackmanet al, 2015) validated in Italian by Mazzeo Melchionda (2019), was sent on-line to students of ten different Midwifery Degree Courses to assess their level of self-efficacy regarding the management of breastfeeding. Statistical analysis was carried out using statistic software R3.4.3 (The Foundation for Statistical Computing). RESULTS 158 questionnaires were collected from ten Italian Midwifery Degree Courses. The areas in which students showed a high level of self-efficacy in managing breastfeeding include: the benefits of breastfeeding; the child's tendency to take the breast within an hour from childbirth and the relevance of skin to skin contact and rooming-in. Low levels of self-efficacy concerned the comfortably breastfeeding in public places and avoiding giving formula to the baby in its first six weeks of life. CONCLUSIONS Generally the students attending Midwifery Degree Courses show a high level of self-efficacy in assisting mothers during breastfeeding and they prove to have a good knowledge of the benefits of breastfeeding to improve the health of mothers and their children. (www.actabiomedica.it).
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Affiliation(s)
- Tania Prepelita
- School of Midwifery Department of Medical and Surgical Sciences, University of Modena and Reggio Emilia, Italy.
| | - Alba Ricchi
- School of Midwifery Department of Medical and Surgical Sciences, University of Modena and Reggio Emilia, Italy.
| | | | - Maria Teresa Molinazzi
- School of Midwifery Department of Medical and Surgical Sciences, University of Modena and Reggio Emilia, Italy.
| | | | | | | | - Miriam Guana
- School of Midwifery University of Brescia, Italy.
| | - Gina Cervi
- School of Midwifery University of Trieste, Italy.
| | - Dila Parma
- School of Midwifery University of Bologna, Italy.
| | | | - Giovanna Artioli
- Azienda USL-IRCCS, Santa Maria Nuova Hospital, Reggio Emilia, Italy.
| | - Federico Banchelli
- Department of Diagnostics, Clinical and Public Health Medicine, Statistics Unit, University of Modena and Reggio Emilia.
| | - Chiara Foa
- Department of Medicine and Surgery, University of Parma.
| | - Isabella Neri
- School of Midwifery Department of Medical and Surgical Sciences, University of Modena and Reggio Emilia, Italy.
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Robertson M, Keene S, Benning SJ. Supporting Breastfeeding Students: Insights and Ethical Considerations for Postsecondary Institutions. J Hum Lact 2020; 36:53-58. [PMID: 31710821 DOI: 10.1177/0890334419885864] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Affiliation(s)
- Mikaela Robertson
- Boynton Health, Student Affairs, University of Minnesota-Twin Cities, Minneapolis, MN, USA
| | - Sarah Keene
- Rothenberger Institute, School of Public Health, University of Minnesota-Twin Cities, Minneapolis, MN, USA
| | - Sara J Benning
- The Center for Leadership Education in Maternal and Child Public Health, School of Public Health, University of Minnesota-Twin Cities, Minneapolis, MN, USA
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Cherubim DO, Padoin SMDM, Paula CCD. Musical educational technology for lactation physiology learning: knowledge translation. Rev Bras Enferm 2019; 72:220-226. [PMID: 31851257 DOI: 10.1590/0034-7167-2018-0528] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2018] [Accepted: 06/10/2019] [Indexed: 05/30/2023] Open
Abstract
OBJECTIVE create and validate a musical educational technology for lactation physiology learning for professional training in health. METHOD methodological study with application of a conceptual framework of Knowledge Translation. In the creation cycle, the knowledge of the physiology of lactation was synthetized in key points to create the lyrics and the melody. In the action cycle, the content of the musical educational technology was validated by judges experts in breast feeding, in the period from September to December 2017. RESULTS 18 judges from all Brazilian regions participated in the validation. The content of the technology obtained a global Content Validity Index of 0.94 with one round of validation. CONCLUSION the musical educational technology is validated to introduce the content of the physiology of lactation in the learning process of students, mediated by the teacher.
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Melchionda MM, Aletti G, Mauri PA. Validation of a self-efficacy survey for Italian midwifery students with regard to breastfeeding support. Nurse Educ Pract 2019; 37:9-14. [DOI: 10.1016/j.nepr.2019.04.012] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2018] [Revised: 04/05/2019] [Accepted: 04/16/2019] [Indexed: 10/27/2022]
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