Antenatal breastfeeding education for increasing breastfeeding duration

Lumbiganon, Pisake; Martis, Ruth; Laopaiboon, Malinee; Festin, Mario; Ho, Jacqueline J; Hakimi, Mohammad

doi:10.1002/14651858.cd006425.pub4

Cited by 147 publications

(78 citation statements)

References 119 publications

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“…It is interesting to note that our participants who achieved six months of EBF had, in addition to more overall contacts with IBCLCs, better baseline breastfeeding knowledge than those who stopped earlier. This finding is in agreement with previous literature in which the combination of breastfeeding education and professional lactation support was reported to improve six-month EBF more than breastfeeding education alone (OR = 2.50; 95% CI: 1.00 to 6.25) [11,12]. We hypothesize that participants with better baseline breastfeeding knowledge were more enthusiastic about breastfeeding, which may have motivated them to seek further knowledge by attending the antenatal breastfeeding educational session designed for the trial participants allocated to the experimental group.…”

Section: Discussionsupporting

confidence: 93%

Assessing the impact of professional lactation support frequency, duration and delivery form on exclusive breastfeeding in Lebanese mothers

2020

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Background The optimal frequency, duration, and form of professional lactation support needed to continue exclusive breastfeeding (EBF) for six months have not yet been specifically identified. This study investigates the association between six-month EBF and the frequency, duration, and form (face-to-face vs. telephone contact) of professional lactation support in a cohort of Lebanese mothers, and explores barriers to EBF during the first six months postpartum. Methods An observational study was nested in a breastfeeding support randomized controlled trial. Secondary analysis of data from 159 trial participants who received professional lactation support was conducted. (1) Six-month EBF with professional lactation support frequency, duration, and form was investigated using bivariate and multivariate regression analyses. (2) Barriers to breastfeeding were explored using content analysis of narrative data collected about breastfeeding mothers by the lactation experts.

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Section: Discussionsupporting

confidence: 93%

Assessing the impact of professional lactation support frequency, duration and delivery form on exclusive breastfeeding in Lebanese mothers

2020

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“…The evidence of health benefits from healthy diets through the life-course warrants its recommendation during pregnancy, while recognizing the importance of addressing social determinants. Similarly, individual-focused education efforts to promote breastfeeding have small effects ( 92 , 93 ), highlighting the importance of social determinants of breastfeeding. Systematic reviews have documented that interventions for parent feeding practices ( 94 ) and child diet ( 94 , 95 ) have promise.…”

Section: Implications and Recommendations For Nutrition Policy And Prmentioning

confidence: 99%

The Development and Public Health Implications of Food Preferences in Children

et al. 2017

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Food preferences are a primary determinant of dietary intake and behaviors, and they persist from early childhood into later life. As such, establishing preferences for healthy foods from a young age is a promising approach to improving diet quality, a leading contributor to cardiometabolic health. This narrative review first describes the critical period for food preference development starting in utero and continuing through early childhood. Infants’ innate aversion to sour and bitter tastes can lead them to initially reject some healthy foods such as vegetables. Infants can learn to like these foods through exposures to their flavors in utero and through breastmilk. As solid foods are introduced through toddlerhood, children’s food preferences are shaped by parent feeding practices and environmental factors such as food advertising. Next, we discuss two key focus areas to improve diet quality highlighted by the current understanding of food preferences: (1) promoting healthy food preferences through breastfeeding and early exposures to healthy foods and (2) limiting the extent to which innate preferences for sweet and salty tastes lead to poor diet quality. We use an ecological framework to summarize potential points of intervention and provide recommendations for these focus areas, such as worksite benefits that promote breastfeeding, and changes in food retail and service environments. Individuals’ choices around breastfeeding and diet may ultimately be influenced by policy and community-level factors. It is thus crucial to take a multilevel approach to establish healthy food preferences from a young age, which have the potential to translate into lifelong healthy diet.

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“…In a recent systematic review (September 2012), results from 13 studies showed that in order to select the best learning approach for breastfeeding, clinical trials should be done (12). Face to face and small group learning approaches are two common methods in breastfeeding promotion programs and there is no study to compare these two methods.…”

Section: Self-efficacymentioning

confidence: 99%

Assessment of Breastfeeding Education by Face to Face and Small-Group Education Methods in Mothers’ Self-Efficacy in Kazeroun Health Centers in 2015

Khorshidifard¹,

Amini²,

Dehghani³

et al. 2017

Women Health Bull

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Background: Education is a process beginning with informing, followed by attitude-making and finally leading to appropriate behavior and performance in trainees. Breastfeeding self-efficacy, as a term, is originated from the social cognitive theory structures of Bandura. This theory refers to one's beliefs and confidence in her/his ability to perform health behaviors like exclusive and successful breastfeeding. Methods: In this study, 270 pregnant women with gestational age over 30 weeks were selected among those referring to health centers by cluster sampling method. The subjects were randomly divided into 3 groups. One group was considered as the control group and the two other groups were educated through either face to face or small-group methods. Data were collected using a demographic questionnaire, performance assessment check list, and breastfeeding self-efficacy questionnaire. The collected data were analyzed using appropriate statistical tests in SPSS. Results: Data analysis on breastfeeding self-efficacy showed that there was no significant difference between 3 groups before training. The mean scores of women attending face to face and small-group education were 2.89 and 2.88, which increased to 4.73 and 4.18, respectively. There was a significant difference between the intervention groups after education (P < 0.001). Self-efficacy mean scores after delivery showed that face to face education is more efficient. The results showed that there was a significant association between self-efficacy and performance in mothers (P < 0.001). Conclusions: Face to face education method has positive effects on infant feeding pattern, mother performance, breastfeeding satisfaction and beliefs as well as self-efficacy.

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Antenatal breastfeeding education for increasing breastfeeding duration

Cited by 147 publications

References 119 publications

Assessing the impact of professional lactation support frequency, duration and delivery form on exclusive breastfeeding in Lebanese mothers

Assessing the impact of professional lactation support frequency, duration and delivery form on exclusive breastfeeding in Lebanese mothers

The Development and Public Health Implications of Food Preferences in Children

Assessment of Breastfeeding Education by Face to Face and Small-Group Education Methods in Mothers’ Self-Efficacy in Kazeroun Health Centers in 2015

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