Independent researcher, Istanbul, Türkiye.
Koç University, School of Nursing, Davutpaşa St. No: 4, 34010, Topkapı, Istanbul, Türkiye.
J Pediatr Nurs. 2024 Jul-Aug;77:e503-e510. doi: 10.1016/j.pedn.2024.05.016. Epub 2024 May 18.
The first year of life is known as the "Oral Stage" in psychosexual development theory. We investigated the impact of psychosexual development theory-based breastfeeding education on primiparous mothers' feeding attitudes and behaviors.
We conducted this randomized controlled study at a baby-friendly hospital between December 2022 and July 2023. Participants were randomized to intervention (n = 21) and control (n = 19) groups. All participants received the same standard discharge education in the hospital, and the intervention group received additional psychosexual development theory-based breastfeeding education. Data collection for both groups involved conducting face-to-face and telephone interviews, utilizing the Personal Information Form, IOWA Infant Feeding Attitude Scale (IIFAS), Breastfeeding Form, and Psychosexual Theory and Breastfeeding Knowledge Form. The study was recorded in the Clinicaltrials.gov PRS system (ID: NCT06009120).
The mean IIFAS score of mothers in the intervention group was 76.23 ± 4.10, while mothers in the control group was 66.31 ± 5.72, which was statistically significant (p < .001). Additionally, mothers in the intervention group fed their babies with formula less often on days 5 to 8 after birth (p < .05) and breastfed more frequently and for longer durations on days 3 to 8 compared to the control group (p < .05).
Psychosexual development theory-based breastfeeding education reduced the use of formula, increased mothers' attitudes towards breastfeeding, and increased the duration and frequency of breastfeeding.
Integrating psychosexual development theory-based breastfeeding education into routine maternal and infant care may enhance breastfeeding attitudes and practices, potentially improving infant feeding outcomes.
生命的第一年在性心理发展理论中被称为“口腔期”。我们研究了基于性心理发展理论的母乳喂养教育对初产妇喂养态度和行为的影响。
我们在一家爱婴医院进行了这项随机对照研究，时间为 2022 年 12 月至 2023 年 7 月。参与者被随机分为干预组（n=21）和对照组（n=19）。所有参与者在医院接受相同的标准出院教育，干预组还接受基于性心理发展理论的母乳喂养教育。对两组参与者的数据收集包括面对面和电话访谈，使用个人信息表、爱荷华婴儿喂养态度量表（IIFAS）、母乳喂养表和性心理理论与母乳喂养知识表。该研究在 Clinicaltrials.gov PRS 系统中记录（ID：NCT06009120）。
干预组母亲的 IIFAS 平均得分为 76.23±4.10，而对照组母亲的 IIFAS 平均得分为 66.31±5.72，差异具有统计学意义（p<0.001）。此外，与对照组相比，干预组的母亲在产后第 5 至 8 天更频繁地给婴儿喂配方奶（p<0.05），并且在第 3 至 8 天更频繁地母乳喂养且持续时间更长（p<0.05）。
基于性心理发展理论的母乳喂养教育减少了配方奶的使用，增加了母亲对母乳喂养的态度，并增加了母乳喂养的持续时间和频率。
将基于性心理发展理论的母乳喂养教育纳入常规母婴护理中，可能会增强母乳喂养的态度和实践，从而改善婴儿喂养结局。
