Effectiveness of Visual Intervention Tool in Improving LATCH Score in Mothers

Background: World Health Organization (WHO) recommends exclusive breast feeding for at least 6 months and thereafter until the child is 2 years of age which has largely been achieved by Baby Friendly Hospital Initiative put forth by WHO. The vital role played by mother in breastfeeding delivers passive immunity and nutrients to the child and for it to be practiced in an effective way, counselling and education is neededfor postpartum mothers. For an objective evaluation of effectiveness of breastfeeding counselling with visual aids in our unit, LATCH scoring was used to assess breastfeeding quality. Materials and Methods: Breastfeeding education was given to postpartum mothersin the form of video assisted teaching as intervention. Pre and post intervention LATCH score were done to assess the quality of breastfeeding. Score for Latching (L), Audible swallowing (A), Type of nipple (T), Mother comfort (C), Help needed (H) were scored as 0,1 or 2. The total maximum score was 10 and minimum was 0. Maternal and neonatal demographic data and LATCH scores were collected and analyzed. Results: The difference between pre intervention and post intervention mean LATCH score was statistically significant. Conclusion: The visual intervention helped the mothers to understand breastfeeding techniques and lactate effectively.

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>

NURSING CARE OF NEONATAL JAUNDICE IN HYPERBILIRUBINEMIA BABIES: A CASE REPORT

Introduction: Jaundice is a condition that is often found in the 24 hours after the birth of the baby due to hyperbilirubinemia. Hyperbilirubinemia can cause various complications and death if not treated properly and immediately. The knowledge and ability of nurses in providing nursing care for neonatal jaundice still need to be improved. This study aims to describe nursing care for neonatal jaundice in hyperbilirubinemia infants. Methods: This study uses a case study approach design through the nursing process with a sample of a hyperbilirubinemia baby with neonatal jaundice nursing problems. Data collection techniques were carried out through interviews, observations, physical examinations and documentation studies. Data analysis in this study uses narrative analysis. Results: The case report found jaundice on the skin, sclera, and mucosa. The nursing diagnosis in this study was neonatal jaundice associated with less than 7 days of age. The intervention provided in the form of phototherapy and breastfeeding education showed the result was not found jaundice on the skin, sclera, and mucosa after three days. Conclusion: The provision of phototherapy and breastfeeding education is effective in solving neonatal jaundice.

Learning needs of family physicians, pediatricians and obstetricians to support breastfeeding and inform physician education

Background: Physicians require breastfeeding education appropriate to their roles. The aim of this survey was to determine physician learning needs and to inform development of breastfeeding education for physicians. Methods: A cross sectional survey was distributed to family physicians, pediatricians and obstetricians in a tertiary institution. Importance of knowledge to practice and confidence to manage was assessed for 18 learning topics proposed by a multi-specialty physician working group. Descriptive statistics, ANOVA and tests for equality of variances were calculated. Mean values of importance to practice and confidence to manage for each topic suggested learning priorities. Results: The study group included 75 physicians. The most important topics were “informed choice when supporting newborn feeding,” “analgesics, antidepressants and other medications while breastfeeding” and “community resources for breastfeeding support.” Confidence to manage was lowest for “latch assessment,” “what mom can do during pregnancy to promote milk production,” and “risk factors for delayed lactogenesis.” Preferred learning formats were 15-minute online modules and grand rounds. Conclusions: Physicians acknowledged the importance of all topics but report lowest confidence to manage latch assessment, prenatal interventions to support lactogenesis and management of delayed lactogenesis. Participants placed relatively low importance on learning about latch assessment despite the central nature of this skill in supporting early breastfeeding.