scholarly journals Capacity building of health professionals on omics sciences: evaluation of the effectiveness of a distance learning training course for Italian physicians.

2019 ◽  
Author(s):  
Giovanna Elisa Calabrò ◽  
Alessia Tognetto ◽  
Alfonso Mazzaccara ◽  
Donatella Barbina ◽  
Pietro Carbone ◽  
...  
Keyword(s):  
Distance Learning ◽  
Health Professionals ◽  
Primary Care Physicians ◽  
Healthcare Professionals ◽  
Healthcare Delivery ◽  
P Value ◽  
Multiple Choice Questions ◽  
Medical Discipline ◽  
Post Test ◽  
Genetics And Genomics

Abstract Background. The rapid adoption of personalized medicine approaches in healthcare requires professionals to be able to manage the “omics revolution”. In this context, the genetics/genomics literacy of healthcare professionals should be in line with the continuous advances in this field, in order to implement its potential implications for the diagnosis, control and treatment of diseases. The present study investigates the effectiveness of a distance learning course on genetics and genomics targeted at medical doctors.Methods. In the context of a project funded by the Italian Ministry of Health in 2017, we had set up a distance learning course, entitled Genetics and Genomics practice. The contents of the course were identified from a core curriculum in genetics directed mainly to general practitioners, for physicians and healthcare professionals, previously published. The course focused on genetic/genomic testing in clinical practice, pharmacogenomics and oncogenomic and it was developed according to the main models of andragogical training (Problem-based Learning and Case-based Learning). We used a pre-test versus post-test study design to assess knowledge improvement on a set of 10 Multiple Choice Questions (MCQs). We analysed the proportion of correct answers for each question pre and post-test, as well as the mean score difference stratified by gender, age, professional status and medical discipline. Moreover, the same test was submitted to the participants eight months after the conclusion of the course, in order to assess the retained knowledge.Results. An important number of Italian physicians (N= 1637) completed the course, most of which were primary care physicians (20.8%), public health professionals (11.5%) and specialist paediatricians (10.6%). We reported an improvement in the proportion of correct answers for all of the 10 MCQs set at the post-test. The overall mean score to the questions significantly increased in the post-test, from 59.46 in the pre-test to 71.42 in the post-test (p-value < 0.0001). Conclusions. Genomic literacy among healthcare professionals is essential to ensure optimal translation to healthcare delivery of research. The results of this course suggest that distance-learning training in genetic/genomic practices represents an effective method to improve physicians’ knowledge in the immediate and mid-term time scale.

scholarly journals Capacity building of health professionals on omics sciences: evaluation of the effectiveness of a distance learning training course for Italian physicians.

2020 ◽  
Author(s):  
Giovanna Elisa Calabrò ◽  
Alessia Tognetto ◽  
Alfonso Mazzaccara ◽  
Donatella Barbina ◽  
Pietro Carbone ◽  
...  
Keyword(s):  
Distance Learning ◽  
Health Professionals ◽  
Primary Care Physicians ◽  
Healthcare Professionals ◽  
Healthcare Delivery ◽  
P Value ◽  
Medical Discipline ◽  
Post Test ◽  
Genetics And Genomics

Abstract Background. The rapid adoption of personalized medicine approaches in healthcare requires professionals to be able to manage the “omics revolution”. In this context, the genetics/genomics literacy of healthcare professionals should be in line with the continuous advances in this field, in order to implement its potential implications for the diagnosis, control and treatment of diseases. The present study investigates the effectiveness of a distance learning course on genetics and genomics targeted at medical doctors.Methods. In the context of a project funded by the Italian Ministry of Health, we developed a distance learning course, entitled Genetics and Genomics practice. The contents of the course were identified from a core curriculum in genetics for physicians and healthcare professionals, previously published. The course focused on genetic/genomic testing in clinical practice, pharmacogenomics and oncogenomic and was developed according to andragogical training methods (Problem-based Learning and Case-based Learning). We used a pre-test versus post-test study design to assess knowledge improvement on a set of 10 Multiple Choice Questions (MCQs). We analysed the proportion of correct answers for each question pre and post-test, as well as the mean score difference stratified by gender, age, professional status and medical discipline. Moreover, the same test was submitted to the participants eight months after the conclusion of the course (follow-up), in order to assess the retained knowledge.Results. An important number of Italian physicians (N= 1637) completed the course, most of which were primary care physicians (20.8%), public health professionals (11.5%) and specialist paediatricians (10.6%). We reported an improvement in the proportion of correct answers for all of the 10 MCQs set at the post-test. The overall mean score to the questions significantly increased in the post-test, from 59.46 in the pre-test to 71.42 in the post-test (p-value<0.0001). The comparison in test performance between follow-up and pre-test demonstrated an overall knowledge improvement.Conclusions. Genomic literacy among healthcare professionals is essential to ensure optimal translation to healthcare delivery of research. The results of this course suggest that distance-learning training in genetic/genomic practices represents an effective method to improve physicians’ knowledge in the immediate and mid-term time scale.

scholarly journals Capacity Building of Health Professionals on Genetics and Genomics Practice: Evaluation of the Effectiveness of a Distance Learning Training Course for Italian Physicians

2021 ◽  
Vol 12 ◽  
Author(s):  
Giovanna Elisa Calabrò ◽  
Alessia Tognetto ◽  
Alfonso Mazzaccara ◽  
Donatella Barbina ◽  
Pietro Carbone ◽  
...  
Keyword(s):  
Distance Learning ◽  
Health Professionals ◽  
Primary Care Physicians ◽  
Healthcare Professionals ◽  
Healthcare Delivery ◽  
Training Methods ◽  
Medical Discipline ◽  
Post Test ◽  
Genetics And Genomics

BackgroundThe rapid spread of personalized medicine requires professionals to manage the “omics revolution.” Therefore, the genetics/genomics literacy of healthcare professionals should be in line with the continuous advances in this field, in order to implement its potential implications for diagnosis, control and treatment of diseases. The present study investigates the effectiveness of a distance learning course on genetics and genomics targeted at medical doctors.MethodsIn the context of a project funded by the Italian Ministry of Health, we developed a distance learning course, entitled Genetics and Genomics practice. The course focused on genetic/genomics testing, pharmacogenetics and oncogenomics and was developed according to andragogical training methods (Problem-based Learning and Case-based Learning). We used a pre-test vs. post-test study design to assess knowledge improvement on a set of 10 Multiple Choice Questions (MCQs). We analyzed the proportion of correct answers for each question pre and post-test and the mean score difference stratified by gender, age, professional status and medical discipline. Moreover, the test was submitted to the participants 8 months after the conclusion of the course (follow-up), in order to assess the retained knowledge.ResultsThe course was completed by 1,637 Italian physicians, most of which were primary care physicians (20.8%), public health professionals (11.5%) and specialist pediatricians (10.6%). The proportion of correct answers increased in the post-test for all the MCQs. The overall mean score significantly increased, from 59.46 in the pre-test to 71.42 in the post-test (p &lt; 0.0001). The comparison in test performance between follow-up and pre-test demonstrated an overall knowledge improvement.ConclusionGenomics literacy among healthcare professionals is essential to ensure optimal translation to healthcare delivery of research. The results of this course suggest that distance-learning training in genetic/genomics practice represents an effective method to improve physicians’ knowledge in the immediate and mid-term time scale. A preprint version of this paper is available at: https://www.researchsquare.com/article/rs-10083/v1.

scholarly journals Distance learning training in genetics and genomics practices for Italian healthcare professionals

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
G E Calabrò ◽  
A Mazzaccara ◽  
P Carbone ◽  
D Barbina ◽  
D Guerrera ◽  
...  
Keyword(s):  
Distance Learning ◽  
Healthcare Professionals ◽  
Healthcare Delivery ◽  
Healthcare Providers ◽  
Cost Effective ◽  
Training Problem ◽  
Genetics Research ◽  
Italian Experience ◽  
Case Based Learning ◽  
Set Up

Abstract Background Genomics and related fields are becoming increasingly relevant in healthcare practice. Italy is the first European country with a structured policy of Public Health Genomics and dedicated guidelines that focus on three pillars: Health Technology Assessment of omic applications, promotion of citizens' literacy, and promotion of extensive training for all healthcare stakeholders. In January 2019 we initiated a project funded by the Italian Ministry of Health and entitled 'Capacity building and Citizens-Omics'. Objectives The project is coordinated by the National Institute of Health and is aimed at implementing the “Italian National Plan for innovation of the healthcare system based on omics sciences” published in 2017. Results The project had set-up two distance-learning courses on genetic/genomics: an advanced course for physicians and biologists, and a basic one for the remaining healthcare professionals. The courses focused on genetic/genomic testing in clinical practice, pharmacogenomics and oncogenomic and they were developed according to the main models of andragogical training (Problem-based Learning and Case-based Learning). The courses include audio-video lectures and interactive clinical cases and they will be accessible free of charge for a year (from February 17th 2020). In three weeks, we had 2129 participants (1101 physicians, 1028 biologists) for the advanced course and 10.000 for the basic one. Conclusions Genomic literacy among healthcare professionals is essential to ensure optimal translation to healthcare delivery of research. The distance-learning training in genetic/genomic practices represents an effective method to improve healthcare professionals' knowledge in the immediate and mid-term time scale. Our courses represent the third Italian experience in distance training in omic field. The educational effects related with online courses could potentially be relevant internationally and across a wider range of potential audiences. Key messages In view of the ongoing rapid developments in genetics research it is important that omic literacy among healthcare providers be enhanced to ensure translation to healthcare delivery of research. E-learning training appears to offer a cost-effective and time-efficient method of improving omic knowledge and it could be relevant across a wider range of potential audiences.

Utilization of Electronic Medical Record and Associated Factors Among Health Professionals in Public Health Facilities With Service Delivery, Eastern Ethiopia

2020 ◽  
Author(s):  
Abdu Oumer
Keyword(s):  
Medical Record ◽  
Electronic Medical Record ◽  
Organizational Support ◽  
Health Professionals ◽  
Associated Factors ◽  
Healthcare Delivery ◽  
Health Facilities ◽  
Good Knowledge ◽  
P Value ◽  
Eastern Ethiopia

Abstract Backgroundadoption of electronic medical record (EMR) systems in the healthcare delivery has the potential to transform healthcare in terms of saving costs, reducing medical errors, and data quality. However, even if a lots of efforts in the use of electronic health records, such systems have not been implemented and used at expected scale. Thus, his study assessed utilization of electronic medical record and associated factors among health professionals in Eastern Ethiopia.Methodsan institutional based analytic cross sectional study was conducted among randomly selected 412 health professionals from Harari and Dire Dawa, eastern Ethiopia using self-administered questioner. Binary logistic regression was performed for each independent variable against outcome variables (EMR utilization) to estimate the crude and adjusted odds ratio with 95% Confidence interval. P value less than 0.05 was used to declare statistical significance.Resultsa total of 412 health professionals from different category and educational level with mean age of 29 year (± 6.4 years) were interviewed. Majority of respondents were from Harari region (70.4%). A total of 229 (55.6%) and 300 (72.8%) of health professionals had good knowledge and attitude towards EMR for health facilities. About 279 (67.7%) reported that they use EMR in their facility currently with (54%) use it on daily basis. A total of 272(66%) of respondents reported to prefer EMR instead of paper based system. Health professional with more than five years’ experience had two times higher odds for using EMR (AOR = 2.22; 95% CI; 1.12–4.42) than early career workers (0–2 years of experience. Having previous EMR training were significantly more to use EMR (AOR = 5.88; 95% CI; 2.93–11.88) as compared to those who did not take training. In addition, having good knowledge (AOR = 1.52; 95% CI; 0.92–1.5) and good attitude on EMR system (AOR = 2.4; 95% CI; 1.35–4.31) had 50% and 140% more odds to use EMR in their facility.Conclusion and recommendationsutilization of EMR was found to be optimal and age, work experience, knowledge, attitude and training were positively associated with use of EMR in their facility. There should be organizational support, more specifically making the system full functional and targeted, timely, effective training packages for health professionals to improve their skills and attitudes.

scholarly journals ACCEPTABILITY AND EFFECTIVENESS OF MELC-BASED SUPPLEMENTARY LEARNING MATERIALS IN PHYSICAL EDUCATION 9

2021 ◽  
pp. 242-253
Author(s):  
Jeffrey A. Castillo, LPT
Keyword(s):  
Distance Learning ◽  
Physical Education ◽  
School Administrators ◽  
Mean Difference ◽  
P Value ◽  
Learning Materials ◽  
New Normal ◽  
Significant Difference ◽  
Post Test ◽  
The Mean

This study answered the following questions: (1) What is the level of acceptability of the materials in terms of: (a) content; (b) objectives; (c) topics; and (d) activities?; (2) What are the mean scores of students in terms of pretest and posttest?; (3) Is there a significant difference between the pre-test and post-test mean scores? The study was conducted to prove that there was a significant difference in the pre-test and post-test among the respondents. The respondents of the study were composed of three (4) sections at Sampaguita Village National High School to test the effectiveness of using MELC-based Supplementary Learning Materials in Physical Education 9. In this study, random sampling method was used in choosing the respondents. The researcher made questionnaires validated by different experts from the same school where the study was conducted in the District of San Pedro, Schools Division of Laguna. Based on the data presented and interpreted in Chapter 4, the overall statistical data revealed that (1) The Level of Acceptability of Supplementary Learning Materials in Terms of Content, Objectives, Topics and Activities as perceived by the students was “Highly Acceptable”. (2) During the pretest stage, the overall interpretation was Fairly Satisfactory; (3) During the posttest stage, the overall interpretation was Very Satisfactory; and (4) For the difference between the pretest and posttest it was found out that the mean difference between the pre-test and post-test of section Emerald was 3.30 with a t-value of 16.732 and p-value of 0.000 and with an analysis of Significant. For section Jade, the mean difference was 3.43 with a t-value of 16.997 and p-value of 0.000 and with an analysis of Significant. For section Jasper, the mean difference was 1.47 with a t-value of 16.323 and a p-value of 0.000 and with an analysis of Significant. For section Sunstone, the mean difference was 4.94 with a t-value of 26.876 and a p-value of 0.000 and with an analysis of Significant. Based on the findings, the following were conclusions derived from the data and results of the study presented, analyzed, and interpreted: (1) The MELC-based Supplementary Learning Materials had very effective contents, objectives, topics, and activities; (2) The students showed improved achievement after using MELC-based Supplementary Learning Materials; (3) The MELC-based Supplementary Learning Materials was an effective tool in teaching Physical Education during the new normal; (4) The Performance Level in Pretest of sections Emerald, Jade, Jasper and Sunstone was considered deficient before using the MELC-based Supplementary Learning Materials; (5) The Level of Performance in Posttest of sections Emerald, Jade, Jasper and Sunstone was described as Highly Acceptable. This meant that the use of MELC-based Supplementary Learning Materials helps the students in understanding the lessons in Physical Education based on the most essential learning competencies provided by the Department of Education; (6) There were overall significant difference in the result of the pretest and posttest using MELC-based Supplementary Learning Materials in Physical Education. The overall result in this study was highly significant; and (7) During the use of MELC-based Supplementary Learning Materials, the scores of the students were high showing that there was an improvement when it came to the learning outcomes of the respondents. Hence, the use of this MELC-based Supplementary Learning Materials was effective. Based on the conclusions formulated from the findings, the following recommendations were given; (1) For students’ better academic performance, MELC-based Supplementary Learning Materials may be used as alternative mode learning delivery for students who are not capable of having high end gadgets for online modality. By using this, students need not go out of their houses in finding internet shops to search for the given activity instead the answers are incorporated in the reading materials attached to the supplementary learning materials; (2) Teachers may adopt this MELC-based Supplementary Learning Materials in handling students under Modular Distance Learning (MDL); (3) The School Administrators may provide allotted budget to produce these MELC-based Supplementary Learning Materials for students who are under Modular Distance Learning (MDL); (4) School Administrators may conduct seminars to assist teachers and make this kind of learning materials suited for each type of learners; and (5) Future Researcher may use this study to help improve the production of learning materials aligned in the New Normal Set Up of Education due to pandemic.

scholarly journals Integrated Versus Traditional Method in Basic Medical Science Education: A Comparative Study in an Indian Medical College

2016 ◽  
Vol 15 (1) ◽  
pp. 32-35 ◽  
Author(s):  
Rishi Pokhrel ◽  
Aseem Tandon ◽  
Rajan Bhatnagar
Keyword(s):  
Medical Science ◽  
P Value ◽  
Multiple Choice Questions ◽  
Anatomy And Physiology ◽  
Medical College ◽  
Indian Medical ◽  
Holistic Understanding ◽  
Significant Difference ◽  
Post Test ◽  
The Subject

Introduction: Medical education is at crossroads with various approaches in use throughout the world. Many medical schools in developing countries are on the verge of transition from traditional didactic lecture based approach to a problem-based approach. This study was conducted to evaluate the efficiency and efficacy of horizontal integration in comparison to isolated didactic lectures.Methods: This study was conducted at an Indian Medical college where integration is not routinely practiced. Lectures of anatomy and physiology were integrated and students’ understanding was assessed using pre-test and post-test in the form of 10 multiple-choice questions each. Opinion of students was taken using a questionnaire. Total students participating in the study were 118.Results: The mean score in pretest was found to be 5.32±1.88 and mean post-test score was 5.43±1.89. Students t test revealed a P value of 0.65 reflecting no statistically significant difference in the results. In the subjective assessment 76% of students didn't have any past experience of integration of 2 difference subjects, 87% students said that integration of anatomy and physiology lectures facilitated the understanding of the subject, 75% students wanted more topics to be taught in an integrated manner in future whereas 23% students say that only few relevant topics should be integrated. 47% of students recommended the integration of more subjects and the subject chosen was biochemistry. Most students said that such integration provided a better and holistic understanding of topics being covered. Students identified no disadvantages of integration.Conclusions: The objective result showed no significant improvements in scores of pre-test and post-test. On the other hand the subjective response of the students pointed towards an integrated approach being superior to stand alone didactic lectures in providing better understanding. 

scholarly journals How to improve healthcare for autistic people: A qualitative study of the views of autistic people and clinicians

Autism ◽  
2021 ◽  
Vol 25 (3) ◽  
pp. 774-785
Author(s):  
David Mason ◽  
Barry Ingham ◽  
Heather Birtles ◽  
Cos Michael ◽  
Clare Scarlett ◽  
...  
Keyword(s):  
Health Professionals ◽  
Healthcare Professionals ◽  
Healthcare Access ◽  
Healthcare Delivery ◽  
Premature Mortality ◽  
Autism Spectrum ◽  
System Level ◽  
Autistic People ◽  
Key Points ◽  
Spectrum Condition

Autism spectrum condition is associated with co-occurring physical health conditions and premature mortality. Autistic people experience multiple barriers to accessing healthcare. This study investigated autistic people’s experiences of healthcare and professionals’ experiences of providing healthcare to autistic people. Focus groups with 11 autistic people and one supporter, and 15 one-to-one interviews with healthcare professionals were completed. Nine themes emerged from the autistic participants’ data and eight themes emerged from the health professionals’ data. Three themes were identified by both groups: healthcare contacts (for improving the patient–provider relationship), making reasonable adjustments to healthcare (e.g. providing alternative places to wait for an appointment) and autism diagnosis. Autistic participants discussed the role of cognitive factors in the success of healthcare visits (such as rehearsing an anticipated conversation with the clinician the night before an appointment) and clinicians described system-level constraints that may affect healthcare delivery (such as time limits on appointments). This study identified inexpensive changes that health professionals and managers can make to improve healthcare access for autistic people. Lay abstract Research has shown that on average, autistic people are more likely to die earlier than non-autistic people, and barriers can stop autistic people accessing healthcare. We carried out a study where we interviewed healthcare professionals (including doctors and nurses), and held discussion groups of autistic people. Our results highlighted several key points: seeing the same professional is important for autistic people and clinicians; both clinicians and autistic people think making adjustments to healthcare is important (and often possible); autistic people process information in a different way and so may need extra support in appointments; and that clinicians are often constrained by time pressures or targets.

scholarly journals Covid-19: e-Learning as a tool for improving the knowledge

2021 ◽  
Vol 45 (3) ◽  
Author(s):  
Maria do Carmo Barros de Melo ◽  
Unaí Tupinambás ◽  
Priscila Menezes Ferri ◽  
Solange Cervinho Bicalho Godoy ◽  
Rosália Morais Torres ◽  
...  
Keyword(s):  
Medical Students ◽  
Health Care Providers ◽  
Health Professionals ◽  
Cross Sectional Study ◽  
P Value ◽  
Care Providers ◽  
Cross Sectional ◽  
Professional Performance ◽  
Post Test ◽  
Degree Of Satisfaction

Abstract: Introduction: Preventing and fighting COVID-19 are of the utmost importance. In this context, the importance of using telemedicine tools has grown, including teleconsultations, epidemiological telemonitoring, remote diagnosis, support, and training of health professionals. Objective: This article aims to report the results of a distance-training course on SARS-CoV-2 and COVID-19. We analyze the course adherence, the students’ profile, pre, and post-test proficiency index and satisfaction with the course. Methods: This is a cross-sectional study that evaluated data from the course on SARS-CoV-2 and COVID-19. The data were analyzed in terms of distribution and comparisons of means and frequencies. A paired t-test was used to compare the pre and post-test grades. A p-value <0.05 was considered significant. Data were collected from the Moodle teaching platform, without identifying the participants. Results: From March 23 to May 14, the course was offered to 1,008 medical students and health care providers. Most were from the state of Minas Gerais, some from other Brazilian states, and Mozambique. The majority completed the course, with an 89.8% adherence. The evaluations related to the course, the tutors, the degree of satisfaction, and the security for the professional performance after the course obtained maximum scores. The comparison between the pre and post grades showed proficiency gain (p<0.0001). Conclusion: The course has contributed to the training of medical students and health professionals from Brazil and Mozambique. The organizing committee was able to prepare students and provide knowledge to professionals with difficulty to access good technical and evidence-based information. After the training, the students were selected to work on university projects aiming at supporting city halls, health departments, and the community.

scholarly journals Anxiety and associated factors among Ethiopian health professionals at early stage of COVID-19 pandemic in Ethiopia

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0252664
Author(s):  
Henok Dagne ◽  
Asmamaw Atnafu ◽  
Kassahun Alemu ◽  
Telake Azale ◽  
Sewbesew Yitayih ◽  
...  
Keyword(s):  
Logistic Regression ◽  
Health Professionals ◽  
Self Efficacy ◽  
Associated Factors ◽  
Healthcare Professionals ◽  
Early Stage ◽  
Binary Logistic Regression ◽  
Anxiety Symptoms ◽  
Work Place ◽  
P Value

Introduction In late 2019, a new coronavirus disease known as COVID-19 (novel coronavirus disease 2019) was identified. As there is no any drug to treat this pandemic, the healthcare professionals are disproportionately at higher risk. The mental health outcome is expected to be high. Anxiety is expected to have a significant impact on health professionals, especially among those who work without adequate resources for self-protection. Objectives The objectives of this research was to assess self-reported anxiety symptoms and associated factors among Ethiopian healthcare professionals in the early stages of the pandemic. Methods We have conducted an online cross-sectional study to collect information from healthcare professionals in Ethiopia during the early stage of the outbreak from April 7, 2020 to May 19, 2020. GAD-7 was used for measurement of anxiety. We have used a cut of point of 10 and above to report anxiety symptoms. We have used Google Forms for online data collection and SPSS-22 for analysis. To determine associated factors for anxiety, a binary logistic regression model was used. Variables with p-value < 0.2 during the bivariable binary logistic regression were exported for further analysis in the multivariable binary logistic regression. Finally, variables with p-value <0.05 were considered as significantly associated with the outcomes. Results Three hundred and eighty-eight healthcare professionals filled the online questionnaire; Majority (71.1%) were males. Significant number of respondents (78.9%) reported lack of adequate personal protective equipment (PPE) at the work place. The prevalence of anxiety was 26.8%. Being female (AOR: 1.88; 95% C.I:1.11, 3.19), visiting/treating 30–150 patients per day (AOR: 3.44; 95% C.I:1.51, 7.84), those employed at private healthcare institutions (AOR: 2.40; 95% C.I:1.17, 4.90), who do not believe that COVID-19 is preventable (AOR: 2.04; 95% C.I:1.04, 4.03) and those who reported lack of PPE (AOR: 1.98; 95% C.I:1.04, 3.79) were more likely to be anxious. Conclusions The anxiety prevalence among healthcare professionals in Ethiopia during early stage of COVID-19 pandemic was high. This study shows that lack of preventive equipment, being female, contact with many patients, low self-efficacy and working in private health facilities were risk factors for anxiety. Anxiety prevention among health professionals during COVID-19 pandemic requires a holistic approach including provision of sufficient PPE, improving self-efficacy and addressing problems both at public and private institutions and focusing more on female health professionals.

EFEKTIFITAS KONSELING LAKTASI PADA IBU HAMIL TRIMESTER III TERHADAP PELAKSANAAN MENYUSUI

2019 ◽  
Vol 11 (1) ◽  
pp. 41-50
Author(s):  
Heni Purwaningsih ◽  
Umi Aniroh ◽  
Eko Mardiyaningsih
Keyword(s):  
Mortality Rate ◽  
Pregnant Women ◽  
Body Position ◽  
Development Program ◽  
Optimal Growth ◽  
Infant Mortality Rate ◽  
P Value ◽  
Time Data ◽  
Emotional Bonding ◽  
Post Test

Program pembangunan kesehatan di Indonesia masih berfokus pada upaya peningkatan derajat kesehatan ibu dan anak terutama pada masa prenatal. Hal ini disebabkan masih tingginya Angka Kematian Ibu (AKI) dan Angka Kematian Bayi (AKB). ASI yang diberikan sejak usia dini dan dilanjutkan dengan ASI eksklusif selama 6 bulan dapat menurunkan angka kesakitan dan angka kematian bayi serta meningkatkan tumbuh kembang bayi secara optimal.  Penelitian ini bertujuan untuk mengetahui efektifitas pemberian konseling laktasi terhadap pelaksanaan menyusui pada ibu hamil trimester III. Desain penelitian menggunakan quasi eksperimen dengan rancangan One Group Pre-test dan  Post-test Desain. Populasi dalam penelitian ini adalah ibu hamil trimester III dan sampel yang diambil adalah 18 ibu hamil. Alat penggumpulan data menggunakan lembar observasi BREAST (body position, respons, emotional bonding, anatomy dan sucking time). Analisis data menggunakan wilcoxon.Hasil penelitian didapatkan pelaksanaan menyusui sebelum dilakukan konseling laktasi dalam kategori kurang (72,2%) sedangkan pelaksanaan menyusui setelah dilakukan konseling laktasi (77,8%) dalam kategori baik. Konseling laktasi efektif dilakukan untuk meningkatkan pelaksanaan menyusui denganp-value 0,003 (p<0,005).Konseling laktasi seharusnya diberikan pada masa prenatal sehingga pada saat postpartum, ibu sudah mampu memberikan asi secara maksimal. Pendampingan terhadap ibu hamil juga berperan dalam pelaksanaan pemberian ASI.   Kata kunci : Konseling laktasi, ASI, pelaksanaan menyusui   THE EFFECTIVENESS OF LACTATION COUNSELING IN THE 3rd TRIMESTER PREGNANT WOMEN ON BREASTFEEDING IMPLEMENTATION   ABSTRACT Indonesia's health development program still focuses on improving mother and child health, especially at the prenatal stage. It is due to the high maternal mortality rate (MMR) and Infant Mortality Rate (IMR). Breastmilk given from an early age and continued with exclusive breastfeeding for six months can reduce infants morbidity and mortality rate and increase their optimal growth. The purpose is to investigate the effectiveness of lactation counseling to the implementation of breastfeeding in third-trimester. The study design used quasi experiments with one group pre-test and post-test. Population was the 3rd-trimester pregnant mothers, and the samples were 18 mothers. The data collection tool used BREAST observation sheets (body position, response, emotional bonding, anatomy and sucking time). Data analysis used Wilcoxon. The result of the research shows that breastfeeding before lactation counseling is in less category (72,2%) while breastfeeding after lactation counseling (77,8%) is in a goodcategory. Effective lactation counseling is performed to improve the implementation of breastfeeding with p-value 0.003 (p <0.005). Lactation counseling should be given during the prenatal period so that at the time of postpartum, the mother has been able to give breastmilk maximally. Mentoring for pregnant women also plays a role in the implementation of breastfeeding Keywords: lactation counseling, breast milk, breastfeeding implementation

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