OBJECTIVE: To assess breastfeeding knowledge among senior nursing students and identify the types of breastfeeding knowledge the students have. We also investigated the relationship between the different types of breastfeeding knowledge. STUDY DESIGN AND METHODS: An exploratory descriptive design used a convenience sample of 115 students from two schools of nursing in two Midwestern universities. Students who completed maternal/child nursing didactic and clinical courses were eligible to participate. A Breastfeeding Knowledge Questionnaire adapted from Brodribb, Fallon, Jackson, and Hegney (2008) was used. The questionnaire consisted of 24 items covering knowledge about benefits of breastfeeding, physiology of lactation, and breastfeeding management. Content and face validity were considered, and Cronbach's α for internal consistency was 0.70. Eligible students completed the questionnaire in class. Descriptive and inferential statistics were used to describe student knowledge and to test the differences in breastfeeding knowledge. RESULTS: Findings revealed a mean knowledge score of 17 ± 2.9 (total possible score 24). There was a significant difference in the students' knowledge regarding physiology of lactation and benefits of breastfeeding (t = -3.615, p = .000) and between benefits and breastfeeding management (t = 5.255, p = .000). There was a positive relationship between knowledge of physiology of lactation and breastfeeding management (r = 0.369, p = .000). CLINICAL IMPLICATIONS: Strategies are warranted to improve breastfeeding education in the nursing curriculum, focusing on breastfeeding management skills.
OBJECTIVE: To assess breastfeeding knowledge among senior nursing students and identify the types of breastfeeding knowledge the students have. We also investigated the relationship between the different types of breastfeeding knowledge. STUDY DESIGN AND METHODS: An exploratory descriptive design used a convenience sample of 115 students from two schools of nursing in two Midwestern universities. Students who completed maternal/child nursing didactic and clinical courses were eligible to participate. A Breastfeeding Knowledge Questionnaire adapted from Brodribb, Fallon, Jackson, and Hegney (2008) was used. The questionnaire consisted of 24 items covering knowledge about benefits of breastfeeding, physiology of lactation, and breastfeeding management. Content and face validity were considered, and Cronbach's α for internal consistency was 0.70. Eligible students completed the questionnaire in class. Descriptive and inferential statistics were used to describe student knowledge and to test the differences in breastfeeding knowledge. RESULTS: Findings revealed a mean knowledge score of 17 ± 2.9 (total possible score 24). There was a significant difference in the students' knowledge regarding physiology of lactation and benefits of breastfeeding (t = -3.615, p = .000) and between benefits and breastfeeding management (t = 5.255, p = .000). There was a positive relationship between knowledge of physiology of lactation and breastfeeding management (r = 0.369, p = .000). CLINICAL IMPLICATIONS: Strategies are warranted to improve breastfeeding education in the nursing curriculum, focusing on breastfeeding management skills.
Authors: Christine D Garner; Stephannie L Ratcliff; Loralei L Thornburg; Elaine Wethington; Cynthia R Howard; Kathleen M Rasmussen Journal: Breastfeed Med Date: 2015-11-13 Impact factor: 1.817
Authors: Gabriela Alejandra Grover-Baltazar; Gabriela Macedo-Ojeda; Ana Sandoval-Rodríguez; Marianne Martínez-Vizmanos; Lucrecia Carrera-Quintanar; Barbara Vizmanos Journal: Int J Environ Res Public Health Date: 2021-04-27 Impact factor: 3.390