Yazdanbakhsh Mehrnoosh, De Andrade Vincent, Spiesser-Robelet Laurence, Gagnayre Rémi
Educations and Health Promotion Laboratory, Sorbonne Paris Nord University, Villetaneuse, France.
Eur J Midwifery. 2024 Dec 11;8. doi: 10.18332/ejm/191176. eCollection 2024.
In France, breastfeeding prevalence is high at birth, but its continuation remains low compared with other high-income countries, despite worldwide public health recommendations. Midwives offer parenting classes in an experimental manner without considering the importance of education in their interventions. The objectives of this study were to identify the teaching strategies and learning environments offered by midwives and their effect on women's perception of usefulness and their breastfeeding competence, to assess midwives' perception of usefulness and their pedagogical competencies. A comparative mixed study of 20 hospital midwives and 53 breastfeeding women (at 3 and 30 days postpartum) was conducted between January and August 2022 in two maternity units in France. Comparing the two periods, positive effects were found about breastfeeding women's level of knowledge: usefulness of learning theoretical (p=0.01) and practical (p=0.00) knowledge; and their breastfeeding management: signs of lactation (p=0.00), breast engorgement (p=0.04), and behavior (p=0.04). It positively reinforced the development of self-esteem (p=0.00) and commitment to breastfeeding (p=0.00). Midwives expressed strong motivation to use an appropriate teaching strategy and provide a supportive learning environment for women to improve their educational interventions (mean motivation score 7.7/10). The study results can promote research to examine educational interventions modeled according to the theories in education. Critical realism can be used to evaluate these interventions to elucidate how a program based on educational engineering can contribute to breastfeeding promotion and achieving the 2030 goals of WHO.
The study was registered on the official website of ClinicalTrials.gov.
ID NCT05271812.
在法国，出生时的母乳喂养普及率很高，但与其他高收入国家相比，母乳喂养的持续率仍然较低，尽管有全球公共卫生建议。助产士以实验性方式提供育儿课程，却未在其干预措施中考虑教育的重要性。本研究的目的是确定助产士提供的教学策略和学习环境及其对女性有用性认知和母乳喂养能力的影响，评估助产士对有用性的认知及其教学能力。2022年1月至8月，在法国的两个产科单位对20名医院助产士和53名母乳喂养女性（产后3天和30天）进行了一项比较性混合研究。比较两个时期，发现对母乳喂养女性的知识水平有积极影响：学习理论知识（p = 0.01）和实践知识（p = 0.00）的有用性；以及她们的母乳喂养管理：泌乳迹象（p = 0.00）、乳房胀痛（p = 0.04）和行为（p = 0.04）。它积极增强了自尊的发展（p = 0.00）和对母乳喂养的承诺（p = 0.00）。助产士表示有强烈的动机使用适当的教学策略，并为女性提供支持性的学习环境，以改善她们的教育干预措施（平均动机得分7.7/10）。研究结果可以促进对根据教育理论建模的教育干预措施的研究。批判实在论可用于评估这些干预措施，以阐明基于教育工程的项目如何有助于促进母乳喂养并实现世界卫生组织的2030年目标。
该研究已在ClinicalTrials.gov的官方网站上注册。
ID NCT05271812。
