Breastfeeding Curricular Content of Family Nurse Practitioner Programs

Webber, Elaine; Serowoky, Mary L.

doi:10.1016/j.pedhc.2016.07.006

Cited by 29 publications

(22 citation statements)

References 23 publications

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“…Low maternal breastfeeding self-efficacy and inadequate lactation support from healthcare providers are key reasons for premature breastfeeding cessation [1][2][3]. Insufficient clinical education in lactation support is a longstanding problem across healthcare specialties, professions, and levels of training [4][5][6][7][8][9][10][11]. Most physicians and nurses do not feel confident in their ability to support families with breastfeeding initiation or maintenance [6][7][8][9][10].…”

Section: Introductionmentioning

confidence: 99%

“…Most physicians and nurses do not feel confident in their ability to support families with breastfeeding initiation or maintenance [6][7][8][9][10]. Nursing and medical students are rarely exposed to breastfeeding mothers during clinical rotations [6][7][8][9][10][11][12][13]. If students do interact with breastfeeding patients, they are usually shadowing a lactation specialist and do not have the time or confidence to practice breastfeeding skills [6][7][8][9][10][11][12][13].…”

Section: Introductionmentioning

confidence: 99%

“…The World Health Organization strongly recommends the use of "high-fidelity" (realistic) simulation for health professional education because it leads to greater acquisition, retention, and transfer of technical and non-technical skills [17]. Low-fidelity commercially-available or handmade cloth breast models are frequently used in breastfeeding education, but the approach is not standardized and learning and patient outcomes are rarely assessed [5,11,12]. We propose that high-fidelity simulation is the ideal learning modality for breastfeeding education for three reasons: 1) Lactation support requires deliberate practice and confidence in examining, touching, and moving breast tissue.…”

Section: Introductionmentioning

confidence: 99%

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Development and evaluation of a high-fidelity lactation simulation model for health professional breastfeeding education

Sadovnikova

Chuisano²,

Ma³

et al. 2020

Int Breastfeed J

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Background: A key reason for premature cessation of breastfeeding is inadequate support from healthcare providers. Most physicians and nurses do not feel confident in their ability to support families with breastfeeding initiation or maintenance. Increasing health professional confidence in clinical lactation skills is key to improving maternal and child health outcomes. High-fidelity (realistic) simulators encourage learner engagement, resulting in increased clinical skills competency, confidence, and transfer to patient care. Lactation educators teach with lowfidelity cloth and single breast models. There are no high-fidelity breast simulators for health professional education in clinical lactation. Development and evaluation of a high-fidelity lactation simulation model: In this commentary we describe the development of a high-fidelity Lactation Simulation Model (LSM) and how physician residents, nurse-midwifery students, and clinical lactation experts provided feedback on LSM prototypes. Limitations: The user-testing described in this commentary does not represent comprehensive validation of the LSM due to small sample sizes and the significant conflict of interest. Conclusion: For breastfeeding rates to improve, mothers need support from their nurses, midwives, pediatricians, obstetricians and gynecologists, and all healthcare staff who interact with pregnant and lactating women. Clinical education with high-fidelity breastfeeding simulators could be the ideal learning modality for trainees and hospital staff to build confidence in clinical lactation skills. The ability of a high-fidelity breastfeeding simulator to increase a learner's lactation knowledge and psychomotor skills acquisition, retention, and transfer to patient care still needs to be tested.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Development and evaluation of a high-fidelity lactation simulation model for health professional breastfeeding education

Sadovnikova

Chuisano²,

Ma³

et al. 2020

Int Breastfeed J

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“…Primary care providers ideally receive some level of breastfeeding education during their general training programs (Taylor & Bell, 2017; Webber & Serowoky, 2017). Peer counselors typically have experience nursing their own children, and receive further training in lactation support to provide guidance to breastfeeding parents in their community, within a limited scope of practice (Kaunonen, Hannula, & Tarkka, 2012).…”

Section: Introductionmentioning

confidence: 99%

Breastfeeding Support Interventions by International Board Certified Lactation Consultants: A Systemic Review and Meta-Analysis

2019

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Background: International Board Certified Lactation Consultants (IBCLC) are healthcare professionals who are highly trained in lactation science; however, little is known about the efficacy of IBCLC-specific support on breastfeeding outcomes. Research aims: This systematic review and meta-analysis aimed to describe interventions containing direct support by IBCLCs during the postpartum period and to analyze the association between study characteristics and the prevalence breastfeeding outcomes. Methods: Electronic databases were searched for studies published between January 2001 and December 2018. Meta-analysis and meta-regression were performed on studies containing breastfeeding prevalence data at 3 or 6 months postpartum. Results: Seventeen interventions met all inclusion and exclusion criteria and eight research teams reported the prevalence of any or exclusive breastfeeding at 3 and/or 6 months. For any breastfeeding at 6 months, the pooled difference was 0.08 [0.04, 0.12] meaning we’d expect to observe 1 additional case of any breastfeeding at 6 months postpartum for every 12 women who received an IBCLC intervention, 95% CI [8, 25] rather than control conditions. Results differed depending on which outcome variable was used to measure breastfeeding and the timing of that measurement. Conclusions: Breastfeeding interventions that include IBCLC support in the postpartum period have potential for improving breastfeeding outcomes; however, when designing interventions, the timing and method of data collection for measures of breastfeeding are instrumental to study sensitivity and need to be based on the aims of the intervention itself.

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“…As a result, mothers expect and rely on the support of nurses and physicians for lactation success, yet they often report that they receive unhelpful or conflicting guidance from these support sources (Rollins et al, 2016). Physicians and nurses report low confidence in and poor knowledge of breastfeeding management skills given the lack of standardization among lactation curricula across training programs and hospitals (Esselmont, Moreau, Aglipay, & Pound, 2018; Gary, Birmingham, & Jones, 2017; Parker, 2015; Webber & Serowoky, 2017). Nevertheless, they are expected to play a key role in improving long-term breastfeeding rates (Gavine et al, 2016; Yang, Salamonson, Burns, & Schmied, 2018).…”

mentioning

confidence: 99%

Assessing Application-Based Breastfeeding Education for Physicians and Nurses: A Scoping Review

Chuisano

Anderson

2019

J Hum Lact

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Background: Physicians and nurses are expected to support breastfeeding mothers. However, there is a lack of standardized lactation education throughout training programs and hospitals. As a result, providers lack the necessary confidence and skills to guide mothers throughout the breastfeeding experience. The hands-on nature of breastfeeding management demands the implementation of application-based learning tools to improve skills retention and patient breastfeeding outcomes. Research aim: In this scoping review, we aimed to critically assess the types of application-based breastfeeding management learning tools reported within medical and nursing professions and the evaluation methods of learner and patient outcomes. Methods: The authors searched the literature to identify peer-reviewed articles published between 2000 and 2018 with medical or nursing students, residents, or professionals as the target learner group in an application-based educational intervention. Both authors independently assessed the content in the resulting articles, with specific focus on teaching methods, curricular development, and the learning outcomes reported within each study. Results: Ten articles matched the inclusion criteria and were included in the final review, including five studies from the medical field and five from the field of nursing. Use of real patients was a common method for application-based skills training, followed by role playing and use of standardized patients. Teaching and evaluation methods varied widely across the studies. Conclusion: The results align with existing literature in finding a dearth of high-quality studies assessing breastfeeding education among physicians and nurses. The variability in teaching and evaluation methods indicates a lack of standardization in breastfeeding education between institutions.

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Breastfeeding Curricular Content of Family Nurse Practitioner Programs

Cited by 29 publications

References 23 publications

Development and evaluation of a high-fidelity lactation simulation model for health professional breastfeeding education

Development and evaluation of a high-fidelity lactation simulation model for health professional breastfeeding education

Breastfeeding Support Interventions by International Board Certified Lactation Consultants: A Systemic Review and Meta-Analysis

Assessing Application-Based Breastfeeding Education for Physicians and Nurses: A Scoping Review

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