Breastfeeding knowledge and attitudes of baccalaureate nursing students in Taiwan: A cohort study.

Optimal nutrition during the first year of life is critical to infants' healthy growth and development. Hence, it is vital that undergraduate health professional curricula provide good quality learning environments to enable students to acquire the necessary knowledge and skills to support breastfeeding mothers. To examine the change in knowledge and attitude in Taiwanese nursing students following theoretical and clinical learning experiences on breastfeeding. This study used a pre-test/post-test survey design with two cohorts of nursing students (N=215). Knowledge and attitude were assessed before and after: (a) theoretical (didactic and skills laboratory) education in Cohort One, and (b) clinical placement in Cohort Two. Students in both cohorts demonstrated significant improvements in knowledge and attitude post-theoretical education, and post-clinical placement. Prior to theoretical education in Cohort One, those with experience of close family members being breastfed were more than 14 times (adjusted odds ratio: 14.09, 95% confidence interval: 1.73-114.64) to be in the high knowledge group. However, following theoretical or clinical education, there were no sociodemographic group differences in breastfeeding knowledge or attitude in Cohorts One or Two. Results revealed that the current breastfeeding education program in Taiwan, both theoretical and clinical components, increased nursing students' knowledge and improved positive attitudes towards breastfeeding, and any sociodemographic differences in knowledge and attitude about breastfeeding were ameliorated following theoretical and clinical placement experience focused on breastfeeding.

Yang SF ，Schmied V ，Burns E ，Salamonson Y ... -  《-》

Expectations and experiences of nursing students in supporting new mothers to breastfeed: A descriptive qualitative study.

Improving breastfeeding support to mothers has been the focus of several national and international health organisations. There is evidence that theoretical and clinical education improves breastfeeding knowledge and attitudes among nursing and other health professional students prior to clinical placement, to support women who are breastfeeding. To explore the expectations and experiences of Taiwanese nursing students in supporting breastfeeding on clinical placement. To gain additional insight into student experience, we also sought the perspectives of mothers, nursing staff and teachers about the role of nursing students in supporting breastfeeding mothers. A qualitative descriptive approach guided this study. Focus groups and small group interviews were conducted with four participant groups in southern Taiwan. Ethical approval was obtained prior to data collection. The consolidated criteria for reporting qualitative research checklist was used. Three main themes emerged from the data that captured the nursing students' experiences during clinical practice, which were "High expectations"; "The reality is different"; and "Improving confidence in students." The study found that students lacked confidence in supporting breastfeeding in the clinical setting. Students were expected to support women to achieve their breastfeeding goals under the supervision. The students highlighted the importance of establishing trust to effectively support mothers, and for the students to feel confident to provide the breastfeeding information. Despite structured theoretical breastfeeding education prior to clinical placement, students did not feel they were adequately prepared to support women who are breastfeeding during their clinical placement. The findings demonstrated the need for further support in developing effective communication skills and building confidence prior to clinical placement. Enhancing the content of theoretical and simulated breastfeeding education to incorporate women's breastfeeding experience combined with realistic clinical student allocation could serve to improve students' confidence in supporting breastfeeding.

Yang SF ，Burns E ，Salamonson Y ，Schmied V ... -  《-》

Breastfeeding knowledge and attitudes among Egyptian baccalaureate students.

To assess the breastfeeding knowledge, attitudes and perceived adequacy of breastfeeding education among baccalaureate nursing students in Cairo, Egypt. Self-confidence to provide breastfeeding support for mothers was also investigated. Nurses play a crucial role in promoting breastfeeding. Studies in Western countries have found inadequate breastfeeding knowledge among undergraduate nursing students. No published literature about breastfeeding knowledge and attitudes among nursing students in Egypt was found. An exploratory descriptive study used a sample of 110 baccalaureate nursing students from Cairo, Egypt. Students who had completed maternal/child nursing didactic and clinical courses were eligible to participate. Ninety two (83.6%) students completed the survey during spring 2009. We used a Breastfeeding Knowledge Questionnaire adapted from Brodribb et al. to measure breastfeeding knowledge and the Iowa Infant Feeding Attitude Scale to test students' breastfeeding attitudes. Students' age ranged from 18 to 21 years with a mean of 19.5±1.2 with 75% being female. The mean breastfeeding knowledge score was 12.41 points out of 24, which represents 52% of the total score. The attitudes mean score was 3.13±0.64. There was a significant relationship between the students' knowledge and attitudes scores (r=0.236, P=0.011). Eighty per cent of the students reported that they received adequate breastfeeding knowledge and skills in their nursing programme, and 70% were confident in their ability to provide breastfeeding support. Results revealed weak breastfeeding knowledge scores among students and neutral breastfeeding attitudes. Strategies to improve breastfeeding education in nursing curriculum focusing on breastfeeding management skills are warranted.

Ahmed A ，el-Guindy SR 《-》

Breastfeeding knowledge & attitudes: Comparison among post-licensure undergraduate and graduate nursing students.

The aims of this study are to compare the knowledge and attitude scores between undergraduate and graduate nursing students and to identify the variables associated with higher breastfeeding knowledge and attitudes. Nurses' knowledge and attitudes towards breastfeeding greatly impact their roles in promoting and supporting breastfeeding. However, they may not have sufficient knowledge and/or positive attitudes to support and advocate for these families. Many studies focused on professional nurses or undergraduate students' knowledge, attitudes, and beliefs. Few studies included registered nurses enrolled in post licensure undergraduate and graduate nursing programs. A cross-sectional, prospective, and descriptive study. A convenient sample of 95 nursing students (50 undergraduate and 45 graduate) was recruited from an ethnically diverse, urban university in Southern California. Students voluntarily completed an online survey adapted from Brodribb, et al. (2008). Bivariate analysis was conducted to identify relationships between study variables. Compared to undergraduates, graduate students scored higher on knowledge and attitudes towards breastfeeding (p < 0.001). Students' perception of their prior academic breastfeeding preparation was not related to their current knowledge and attitudes. Age, having children, exclusively breastfed own baby, and duration of personal breastfeeding were positively associated with attitudes and knowledge (p < 0.05 for all variables). Years of nursing experience (p = .01) was positively associated with attitudes only. Compared to academic preparation, age, having children, and personal breastfeeding experiences seem to be better indicators of breastfeeding knowledge and attitudes. Nursing programs should exert more effort in enhancing curricular evidence based breastfeeding education. More research is needed to support these efforts.

Khasawneh WF ，Moughrabi S ，Mahmoud S ，Goldman LC ，Li K ... -  《-》

Breastfeeding knowledge, attitudes, intentions, and perception of support from educational institutions among nursing students and students from other faculties: A descriptive cross-sectional study.

Nursing education aims to promote positive health practices among the general population as well as among nurses themselves. Breastfeeding is one of these important health practices. However, to date there is little evidence regarding the extent to which nursing education affects nursing students' attitudes, knowledge, intentions, and their perception of institutional support regarding breastfeeding. To compare breastfeeding attitudes and knowledge among nursing students and students from other faculties, as well as their perception of their academic institution's support for breastfeeding, and to explore the association between these factors and students' intention to breastfeed during the course of their studies. This study was a descriptive cross-sectional study. The study was conducted at a large university in central Israel. One hundred female students from the faculty of nursing and 100 female students from other faculties, of childbearing age, who were either pregnant or mothers. The students completed a questionnaire regarding their breastfeeding knowledge, intentions, attitudes, and their perception of their academic institution's support for breastfeeding. Nursing students' level of breastfeeding knowledge was very high, and higher than that among students from other faculties. However, both groups had similar moderately positive overall scores for attitudes towards breastfeeding. In addition, both groups expressed similar moderate intentions to breastfeed during the course of their studies. Students' perception of their academic faculty as supportive of breastfeeding, their breastfeeding attitudes, and breastfeeding knowledge, were found to predict their intention to breastfeed during the course of their studies. Nursing programs should place more emphasis on improving nursing students' attitudes towards breastfeeding. In order to promote breastfeeding among students during their studies, it is important to ensure a pro-breastfeeding environment on campus.

Ben Natan M ，Haikin T ，Wiesel R 《-》