The Impact of Antenatal Breastfeeding Education on Young Women’s Breastfeeding Self-efficacy and Breastfeeding Rates

<p>Background: Despite the known benefits of breastfeeding to the mother, baby and society as a whole, young women’s breastfeeding rates are generally poor compared to older mothers. Effective antenatal education has been identified as one way to improve these rates. Whether or not antenatal breastfeeding education for young women can make a significant impact on their breastfeeding success is of paramount concern in this research. An important and modifiable variable, identified in the literature as influencing breastfeeding outcomes, is self-efficacy (confidence in ability to breastfeed). This breastfeeding self-efficacy in young mothers is of great interest due to this group and their infants being vulnerable in terms of breastfeeding initiation and continuation. Aim: This study aimed to identify the effects of antenatal breastfeeding education on the self-efficacy, experience and duration of breastfeeding for young women. It also aimed to replicate aspects of prior research in this area conducted overseas to see if those findings could be generalized to a New Zealand setting. Method: A repeated measure design using an existing validated tool was utilised to quantify breastfeeding self-efficacy, prior to and following, an antenatal breastfeeding education session for young pregnant women aged less than 25 years old. Findings: Breastfeeding antenatal education improved breastfeeding self-efficacy scores in urban young women less than 25 years of age. The Breastfeeding Self-efficacy Scale (short form), was found to be a reliable tool to test this. Whilst initiation rates were high in this group, there was no statistically significant link with breastfeeding self-efficacy and the duration and continuation of breastfeeding. Conclusion: Whilst breastfeeding antenatal education was shown to increase breastfeeding self-efficacy, there are many confounding factors influencing breastfeeding initiation and continuation for young women. The findings have contributed to the knowledge about breastfeeding patterns of young New Zealand women. It may be that despite international findings, an increased breastfeeding self-efficacy in this setting doesn’t impact on the rates of breastfeeding of urban New Zealand young mothers. Further research with an increased sample size and comparison groups is warranted.</p>

The Impact of Antenatal Breastfeeding Education on Young Women’s Breastfeeding Self-efficacy and Breastfeeding Rates

<p>Background: Despite the known benefits of breastfeeding to the mother, baby and society as a whole, young women’s breastfeeding rates are generally poor compared to older mothers. Effective antenatal education has been identified as one way to improve these rates. Whether or not antenatal breastfeeding education for young women can make a significant impact on their breastfeeding success is of paramount concern in this research. An important and modifiable variable, identified in the literature as influencing breastfeeding outcomes, is self-efficacy (confidence in ability to breastfeed). This breastfeeding self-efficacy in young mothers is of great interest due to this group and their infants being vulnerable in terms of breastfeeding initiation and continuation. Aim: This study aimed to identify the effects of antenatal breastfeeding education on the self-efficacy, experience and duration of breastfeeding for young women. It also aimed to replicate aspects of prior research in this area conducted overseas to see if those findings could be generalized to a New Zealand setting. Method: A repeated measure design using an existing validated tool was utilised to quantify breastfeeding self-efficacy, prior to and following, an antenatal breastfeeding education session for young pregnant women aged less than 25 years old. Findings: Breastfeeding antenatal education improved breastfeeding self-efficacy scores in urban young women less than 25 years of age. The Breastfeeding Self-efficacy Scale (short form), was found to be a reliable tool to test this. Whilst initiation rates were high in this group, there was no statistically significant link with breastfeeding self-efficacy and the duration and continuation of breastfeeding. Conclusion: Whilst breastfeeding antenatal education was shown to increase breastfeeding self-efficacy, there are many confounding factors influencing breastfeeding initiation and continuation for young women. The findings have contributed to the knowledge about breastfeeding patterns of young New Zealand women. It may be that despite international findings, an increased breastfeeding self-efficacy in this setting doesn’t impact on the rates of breastfeeding of urban New Zealand young mothers. Further research with an increased sample size and comparison groups is warranted.</p>

Impact of antenatal lifestyle education on reducing preterm birth: A retrospective cohort study

Objective Investigate the effect of an antenatal lifestyle education seminar on reducing preterm birth, and whether education timing modifies outcomes among women with different characteristics. Design Retrospective cohort study Setting A metropolitan hospital in Beijing, China Population A total of 3008 singleton livebirths Methods Extracted data from deidentified electronic medical records were analyzed. Odds ratios (ORs) for preterm birth according to antenatal education attendance using stepwise binary logistic regression stratified by different maternal characteristics was conducted. Outcome measure Preterm birth (gestational age <37+0 weeks) Results Overall prevalence of preterm birth was 8.7%, but higher for women who did not attend the antenatal seminar (11.5%). Risk of preterm birth for first trimester attendees decreased by 53% ([OR] 0.47, 95% CI 0.35-0.64), and 41% for later attendees ([OR] 0.59, 95% CI 0.41-0.86). Estimates persisted after adjusting pre-existing and gestational covariates. In subgroup analysis, young or nulliparous women who attended later than first trimester were at decreased risk. For women aged ≥35 years, multiparous, who had a previous caesarean section/myomectomy, the risk of preterm birth was reduced among first trimester attendees, but no longer significant after adjusting for pre-existing and gestational covariates (p > 0.05). Timing of the seminar was not significant for women received assisted reproductive technologies. Conclusions Offering an antenatal lifestyle education seminar was associated with lower preterm birth risk and was modified by education timing and women’s characteristics. Results can inform the development of tailored preterm birth prevention strategies. Keywords Antenatal education, lifestyle factors, preterm birth, intervention timing, health promotion.

The Exploration of Antenatal Education Method and its Problems in Denpasar Regency, Indonesia: A Qualitative Study

BACKGROUND: Antenatal education is a process giving health information to pregnant women as a part of antenatal care. Antenatal education influences knowledge and behavior which indirectly give impact to the health of mothers and children. In implementing several antenatal education methods, several countries have experienced some obstacles. AIM: The present study aimed to explore the implementation and problems of antenatal education in Denpasar Bali. METHODS: Descriptive qualitative exploration design was used in the study. The respondents were ten midwives in primary health-care clinics and private midwifery clinics in all districts of Denpasar city. The sample was selected using purposive sampling. Data analysis was using thematic approach by QSR Nvivo 12 Plus. RESULTS: The result of this study found two main themes; those were maternity class method and individual/face to face method. Midwives reported that on maternity class method the delivered information was felt more complete since it was in accordance with curriculum, pregnant women could hare with each other, and they could integrate with other professions. However, its weakness was low participation of pregnant women due to busyness. Meanwhile, face-to-face method had advantages since pregnant women felt free to express their personal problems and midwives could offer solutions for the identified problems during antenatal visits. Nevertheless, it has many disadvantages such as, very limited information was provided, problem with human resource management, time management, and pregnant women visitation management. CONCLUSION: In conclusion, both of antenatal education methods have advantages and disadvantges. Maternity class method is considered as a better method yet pregnant women participation to the class is relatively low. Face-to-face method is considered not comprehensive in delivering antenatal information as its problem with time management, human resource management, and patient management.

Effects of Guided Antenatal Education Support Programs on Postnatal Depression, Social Support, and Life Satisfaction among First-time Mothers in Kelantan, Malaysia

Background: First-time mothers may experience postnatal depression and a lack of social support, affecting their life satisfaction. However, there is a lack of studies investigating the application of guided antenatal education support programs to deal with such issues.Purpose: The study aimed to evaluate the effects of guided antenatal education support programs on postnatal depression, social support, and life satisfaction among first-time mothers.Methods: This quasi-experimental study involved a total of 72 first-time mothers. Convenience sampling was applied for participant selection, and no randomization was used. The participants were equally divided into the intervention group and the control group. A self-administrated questionnaire was used for data collection during the antenatal period (pretest) and six weeks postpartum (posttest). The risk of postnatal depression was assessed using the Edinburgh Postnatal Depression Scale (EPDS). In addition, the Multidimensional Scale of Perceived Social Support (MSPSS) and the Satisfaction with Life Scale (SWLS) were used to assess social support, and life satisfaction, respectively. The intervention group received a guided antenatal education support program, consisting of antenatal education sessions plus an extra 15-minute discussion and a support guidebook. The data were analyzed using a paired t-test and an independent t-test.Results: There was a significant reduction in the risk of postnatal depression score in the intervention group (p<0.05) after receiving the guided antenatal education compared to the control group. Also, there was a significant increment of life satisfaction score (p<0.05) and social support score (p<0.05) after receiving guided antenatal education in the intervention group.Conclusion: The guided antenatal education support is beneficial to reduce postnatal depression and increase life satisfaction and social support. Nurses and midwives should provide an integration of psychoeducation for first-time mothers, especially during pregnancy.

Pain and pleasure in the birthing room: understanding the phenomenon of orgasmic birth

The significance of the physiological connection between sexuality and birth is widely overlooked and understated within maternity care. Despite some researchers acknowledging the possibility of orgasmic birth, most literature on the topic is anecdotal. Qualitative research surrounding women who report having ecstatic and orgasmic births demonstrates the positive effect engaging with the psychosexual elements of birth has on the maternal birthing experience. A private environment, careful choice of analgesia, sex-positive birth attendants and effective antenatal education are all suggested as key contributing factors towards its possibility. By recognising the sexual dimensions of birth, midwives are able to facilitate sensitive, empowering environments, encourage healthy sexual relationships and break down cultural stigma to increase the likelihood of pleasurable birth. The evidence highlights a need for the incorporation of the relationship between sexuality and birth into midwifery education, as well as within antenatal education for prospective parents.

Smart Mother Classes Toward Coping Skill Ability, and Anxiety Level among Pregnant Women

Background: Antenatal education is considered standard care for pregnant women. Unfortunately, this class does not provide sufficient skills for women to cope with stress during pregnancy and delivery. In the other side, study literature claims that coping skill is truly essential for the mother to cope with and minimize the anxiety which leads to a serious risk for both mother and baby. Objective: This study aims to prove the impact of smart mother classes to improve coping skills ability and decrease anxiety levels among pregnant women. Methods: This study used a randomized pre-test post-test control group design in which the ages of pregnancies were 28-35 weeks in Semarang City Region. The mothers were randomly assigned to be members of an experiment group (n=50) and a control group (n=50). The experiment group was given smart mother classes that did perform antenatal classes and coping skills, while the control group was given standard classes, antenatal education only. The data analysis employed a dependent sample t-test and independent sample t-test. Results: There is a significant change over coping skill ability for the intervention group (p<.01), but not in the control group. Furthermore, there is also a significant change in the decrease in anxiety levels in the intervention group (p<.01). Conclusion: Smart mother classes are predominantly effective to reduce anxiety levels and enhance coping skill ability among pregnant women. Thus, pregnant women need to join smart mother classes during pregnancy. Keywords: smart mother classes; coping skill, anxiety level, antenatal classes