Jane S Grassley1, Kelley C Connor2, Laura Bond3. 1. School of Nursing, Boise State University, 1910 University Dr., Boise, ID 83725-1840, United States. Electronic address: janegrassley@boisestate.edu. 2. School of Nursing, Boise State University, 1910 University Dr., Boise, ID 83725-1840, United States. Electronic address: kelleyconnor@boisestate.edu. 3. Biomolecular Research Center, Boise State University, 1910 University Dr., Boise, ID 83725, United States. Electronic address: lbond@boisestate.edu.
Abstract
AIM: The aim of this study was to evaluate the effect of the Healthy Moms intervention on antenatal breastfeeding self-efficacy and intention and to determine the feasibility of using an online game-based learning platform to deliver antenatal breastfeeding education. BACKGROUND: The Internet has potential for improving breastfeeding rates through improving women's access to antenatal breastfeeding education. METHODS: Twelve computer-based breastfeeding education modules were developed using an online learning platform. Changes in participants' breastfeeding self-efficacy and intention pre- and post-intervention were measured using descriptive statistics and a one-way ANOVA. RESULTS: Of the 25 women submitting the pretest, four completed zero quests; seven, orientation only; eight, one to six breastfeeding quests; and six, 10 to 12 breastfeeding quests. No significant differences in breastfeeding self-efficacy and intention were found among the groups. CONCLUSIONS: Online antenatal breastfeeding education is feasible; however, further research is warranted to determine if it can affect breastfeeding outcomes.
AIM: The aim of this study was to evaluate the effect of the Healthy Moms intervention on antenatal breastfeeding self-efficacy and intention and to determine the feasibility of using an online game-based learning platform to deliver antenatal breastfeeding education. BACKGROUND: The Internet has potential for improving breastfeeding rates through improving women's access to antenatal breastfeeding education. METHODS: Twelve computer-based breastfeeding education modules were developed using an online learning platform. Changes in participants' breastfeeding self-efficacy and intention pre- and post-intervention were measured using descriptive statistics and a one-way ANOVA. RESULTS: Of the 25 women submitting the pretest, four completed zero quests; seven, orientation only; eight, one to six breastfeeding quests; and six, 10 to 12 breastfeeding quests. No significant differences in breastfeeding self-efficacy and intention were found among the groups. CONCLUSIONS: Online antenatal breastfeeding education is feasible; however, further research is warranted to determine if it can affect breastfeeding outcomes.