Prenatal breastfeeding education: An intervention for pregnant immigrant Hispanic women
Jane W. Schlickau, PhD, RN
- Sigma Affiliation
- Epsilon Gamma at-Large
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This experimental study tested a one-to-one Prenatal Breastfeeding Education (PBE) intervention for primigravid immigrant Hispanic women who received prenatal care at a public health clinic. The study framework was derived from the Health Promotion Model. Specific aims were: (a) to test if the intervention increased breastfeeding initiation, (b) to test if the intervention increased breastfeeding duration and (c) to discover if breastfeeding self-efficacy mediates the effect of the intervention on breastfeeding initiation and duration. Participants (n = 86) were randomly assigned to receive either the PBE teaching session in addition to “standard of care” at the prenatal clinic (intervention group) or to receive “standard of care” only (control group). Measures were: breastfeeding self-efficacy (baseline, two weeks post-enrollment, and two weeks postpartum), breastfeeding initiation at two weeks postpartum, and breastfeeding duration at six weeks postpartum. Pre-post difference scores, Chi-square and Kaplan-Meier Log Rank were used. Breastfeeding initiation rates were not significantly different between intervention and control groups. Estimated mean breastfeeding duration, assessed at 42 days, was significantly higher by 20 days (t  = 5.63, p = .00) for those in the intervention group. Mean breastfeeding self-efficacy scores were 6 points higher in the intervention group than in the control (X2  = 38.77, p = .05). By 42 days, an estimated 67% of those in the intervention group continued to breastfeed, while an estimated 13% of those in the control group continued to breastfeed. Results of the Kaplan-Meier Log Rank Test showed the difference between the estimated breastfeeding survival time (20 days) was significant (LR [1, N = 80] = 27.19, p = .00). Hispanic women are at risk for choosing to bottle-feed rather than breastfeed and have not previously been assessed for breastfeeding self-efficacy change. The intervention was qualitatively derived and provides culturally appropriate content. Self-efficacy and commitment to a plan of action were key aspects of the intervention.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3178992; ProQuest document ID: 305370245. The author still retains copyright.
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