Introduction
This paper will discuss various scholarly articles describing the effects of breastfeeding education provided at the prenatal stage. In particular, it is necessary to determine if this intervention can increase the likelihood of breastfeeding after the birth of a child.
These findings will be critical for assessing the viability of the project as well as its benefits to both children and mothers. Furthermore, they will be required for designing the interventions that will better motivate mothers to breastfeed a child. Overall, one can say that prenatal education can provide strong incentives for breastfeeding; however, it is not the only intervention that should be considered by healthcare professionals.
Available Evidence
This issue has been examined in many studies; for instance, it is possible to mention the research article by Wouk, Tully, and Labbok (2017), who study the impacts of different educational interventions on the breastfeeding behavior of women. The authors conduct a systemic review of several randomized controlled trials (Wouk et al., 2017). Their analysis indicates that prenatal education can indeed increase women’s motivation for breastfeeding; however, they also note that it is not clear which educational intervention is the most effective method of achieving this goal (Wouk et al., 2017).
In their study, Pitts, Faucher, and Spencer (2015) also discuss the impacts of breastfeeding education. According to them, breastfeeding education incorporated into prenatal care affirmed mothers’ decision to prefer exclusive breastfeeding during the first six months after delivery (Pitts et al., 2015). Moreover, medical workers should combine several educational interventions that can be individual, group-based, and technology-based (Pitts et al., 2015). To some degree, these studies highlight the necessity of prenatal education since it can give women incentives to breastfeed their babies.
One can also focus on the study carried out by Ugurlu and Yavan (2016), who discuss the impacts of breastfeeding education. These researchers report that prenatal education can maximize the likelihood of breastfeeding (Ugurlu & Yavan, 2016). However, they also stress the role of postnatal training as a method of strengthening women’s willingness and readiness to breastfeed (Ugurlu & Yavan, 2016).
Similar results are reported by Schreck et al. (2017), who argue that the combination of prenatal and postnatal education usually makes mothers more willing to breastfeed. When taken separately, prenatal education is helpful, but it should be accompanied by postpartum training (Schreck et al., 2017). The study conducted by Kim, Park, Oh, Kim, and Ahn (2018) also emphasizes the need to combine these methods.
The authors carry out a meta-analysis of randomized controlled trials suggesting that a single intervention may not be sufficient for improving the motivation to breastfeed (Kim et al., 2018). Additionally, these scholars note that it is essential to develop a protocol for providing breastfeeding education (Kim et al., 2018). These details should be considered by healthcare workers who work with pregnant women.
While discussing prenatal education, researchers also focus on the role of school-based interventions. This question is examined by Glaser, Roberts, Grosskopf, and Basch (2016). They report that such measures make female students more aware of the benefits that breastfeeding can bring. Furthermore, this form of education can make them more willing to adopt this form of behavior (Glaser et al., 2016).
To some degree, this article suggests that healthcare providers and educators have to work together to demonstrate the critical role of breastfeeding. The study conducted by Fisun Vural and Birol Vural indicates the positive effects of some educational interventions provided at the prenatal stage. In particular, these researchers focus on the benefits of small group sessions (Vural & Vural, 2017). Moreover, postnatal training focused on the individual problems faced by a mother can properly prepare her for breastfeeding (Vural & Vural, 2017). Therefore, the authors say that nurses and physicians should combine both prenatal and postpartum education (Vural & Vural, 2017). This approach is helpful in overcoming the barriers preventing mothers from breastfeeding their babies.
One can also refer to the study by Kellans et al. (2016), who evaluate the effectiveness of a specific educational intervention. They focus on the effects of educational videos highlighting the benefits of breastfeeding. The scholars conclude that this method is not effective, at least if it is used separately. Moreover, they believe that it is necessary to combine several teaching techniques (Kellans et al., 2016). Much attention should be given to the article by Grassley, Connor, and Bond (2017).
They assess the effectiveness of online games as an approach to prenatal education about breastfeeding (Grassley et al., 2017). This technique can bolster women’s self-efficacy and confidence in their breastfeeding skills. Nevertheless, the authors admit that further studies should be conducted to test this intervention more accurately (Grassley et al., 2017).
Finally, one can consider the article written by Noelle Jacobsen (2018), who reviews several Cochrane studies assessing the effectiveness of different educational interventions. According to this author, many educational techniques are not likely to produce any significant effect when they are used separately (Jacobsen, 2018). Furthermore, one should consider the demographic characteristics of mothers while designing educational interventions.
Application
These findings should be taken into account by healthcare professionals while designing the strategies aimed at encouraging women to breastfeed their babies. There are several ways in which these results can assist me with the project. Firstly, on the basis of these studies, one can identify the interventions that are more effective in highlighting the benefits of breastfeeding. Thus, there will be more opportunities for influencing the health behavior of mothers.
Secondly, these results can show that some techniques are less likely to have positive impacts. Hence, this evidence may prompt some medical workers to modify their teaching strategies. The key issue is that the information gathered by researchers can be useful in developing a protocol that should guide the teaching activities of nurses and physicians. It will be possible to distinguish the main steps that should be taken at the prenatal and postnatal stages. Moreover, the findings can help me anticipate potential challenges that may prevent mothers from breastfeeding their children.
One has to admit that some of the findings presented by these articles are not conclusive. In some cases, further studies have to be conducted to increase the validity of the results. However, despite these limitations, the sources discussed in this paper should not be overlooked by practitioners since they will be helpful in making informed decisions. To a great extent, these articles will be critical for elaborating on the interventions encouraging breastfeeding.
Analysis of Literature
The available scholarly literature supports the project; in particular, it demonstrates that the proposed intervention is effective. Firstly, the findings of different authors indicate that prenatal education can significantly increase the likelihood of breastfeeding.
It can be seen as one of the variables determining the likelihood of breastfeeding. Moreover, this evidence suggests that the unwillingness to breastfeed a child can sometimes be explained by the lack of knowledge about the importance of such behavior. One cannot attribute this problem only to physiological reasons; thus, the focus on education is fully justified.
Furthermore, the literature can contribute to the success of this project because it can help me identify other approaches that are useful in promoting breastfeeding. The articles reviewed in this paper suggest that other interventions should not be overlooked. For instance, much attention should be given to postnatal education and encouragement given by spouses. Healthcare providers should combine both prenatal and postnatal training; otherwise, their efforts may not produce the expected results.
Additionally, it is important to remember that the educational techniques used by medical workers can differ in terms of their efficiency. Some of these methods can significantly affect the opinions and behaviors of women, while others are less likely to achieve this goal. Furthermore, an intervention may not produce the same effect on women representing different age groups. On the whole, this analysis of the literature shows that an effective approach to breastfeeding education should focus on both the prenatal and postnatal stages. Furthermore, it is vital to apply several teaching methods since this approach is essential for maximizing the effectiveness of education.
Conclusion
The available literature demonstrates that prenatal education can raise the likelihood of breastfeeding at the postpartum stage. This intervention can heighten women’s awareness of the positive impacts that breastfeeding can have.
By focusing on these issues, medical workers can significantly influence the behavior of mothers. Other strategies can also be helpful in achieving this objective. In particular, much attention should be paid to the training provided at the postnatal stage. By focusing on these details, medical can safeguard children against many threats that are caused by the lack of breastfeeding. These findings will assist me in identifying the educational interventions that should be implemented. This task will be a critical element during the later stages of my project.
References
Glaser, D., Roberts, K., Grosskopf, N., & Basch, C. (2016). An evaluation of the effectiveness of school-based breastfeeding education. Journal of Human Lactation, 32(2), 46-52.
Grassley, J., Connor, K., & Bond, L. (2017). Game-based online antenatal breastfeeding education: A pilot. Applied Nursing Research, 33, 93-95.
Jacobsen, N. (2018). Antenatal breastfeeding education and support: Summary and analysis of Cochrane publications. The Journal of Perinatal & Neonatal Nursing, 32(2), 144-152.
Kellans, A., Gurka, K., Hornsby, P., Drake, E., Riffon, M., Gellerson, D.,…Coleman, V. (2016). The impact of a prenatal education video on rates of breastfeeding initiation and exclusivity during the newborn hospital stay in a low-income population. Journal of Human Lactation, 32(1), 152-159.
Kim, S., Park, S., Oh, J., Kim, J., & Ahn, S. (2018). Interventions promoting exclusive breastfeeding up to six months after birth: A systematic review and meta-analysis of randomized controlled trials. International Journal of Nursing Studies, 80, 94-105.
Pitts, A., Faucher, M., & Spencer, R. (2015). Incorporating breastfeeding education into prenatal care. Breastfeeding Medicine, 10(2), 118-123.
Schreck, P., Solem, K., Wright, T., Schulte, C., Ronnisch, K., & Szpunar, S. (2017). Both prenatal and postnatal interventions are needed to improve breastfeeding outcomes in a low-income population. Breastfeeding Medicine, 12, 142-148.
Ugurlu, M., & Yavan, T. (2016). The effectiveness of breastfeeding education: An integrative review. Journal of Behavioral Health, 5(4), 182-190.
Vural, F., & Vural, F. (2017). The effect of prenatal and postnatal education on exclusive breastfeeding rates. Minerva Pediatrica, 69(1), 22-29.
Wouk, K., Tully, K., & Labbok, M. (2017). Systematic review of evidence for baby-friendly hospital initiative step 3: Prenatal Breastfeeding Education. Journal of Human Lactation, 33(1), 50-82.