Consensus on Science and Treatment recommendations aim to balance the benefits of early resuscitation with the potential for harm to care providers during the COVID-19 pandemic. Chest compressions and cardiopulmonary resuscitation have the potential to generate aerosols. During the current COVID-19 pandemic lay rescuers should consider compressions and public-access defibrillation. Lay rescuers who are willing, trained and able to do so, should consider providing rescue breaths to infants and children in addition to chest compressions. Healthcare professionals should use personal protective equipment for aerosol generating procedures during resuscitation and may consider defibrillation before donning personal protective equipment for aerosol generating procedures.
BackgroundBreastfeeding provides numerous health benefits for mothers and infants, but worldwide breastfeeding rates fall below recommendations. As part of efforts to increase breastfeeding initiation and duration, the World Health Organization and UNICEF UK recommend educational interventions to increase awareness and positive attitudes towards breastfeeding beginning during the school years. Breastfeeding education in the school setting offers the opportunity to improve the knowledge base, address misconceptions, and positively influence beliefs and attitudes for students from a wide range of socioeconomic and cultural backgrounds. The purpose of this paper is to present a comprehensive narrative review of the literature regarding student and teacher (stakeholder) views of breastfeeding and breastfeeding education programs in schools to inform future research in the area.MethodsArticles were located through a systematic search of online databases and journals using the following keywords in various combinations: (1) breastfeeding, lactation, breast-feeding, “bottle feeding”, “infant feeding” (2) student, educator, teacher, “school administrator” and (3) schools, “secondary education”, “primary education”, “K-12”, “high school”, “middle school”, “elementary school”, education, adolescents, curriculum, and a manual search of article references. Studies were screened for inclusion against specific criteria and included papers were assessed using the Mixed Methods Appraisal Tool (MMAT).ResultsThis review suggests that adolescents have a deficit in breastfeeding knowledge and express negative conceptions about breastfeeding. Breastfeeding is being discussed in some school environments, but the extent of lessons and the specific messages that teachers communicate have not been explored. Students appear to be interested in receiving more information about breastfeeding, especially if delivered by health professionals or breastfeeding mothers. The majority of teachers are supportive of incorporating breastfeeding education in family and consumer sciences, sexual education, and health classes; however, time constraints and limited knowledge of infant feeding recommendations may be barriers to implementation of appropriate lesson plans.ConclusionsStudents generally support and are receptive to breastfeeding education; however, research on educator attitudes, knowledge, and experiences are necessary for appropriate implementation of breastfeeding education in varying school settings around the world.
Background: The World Health Organization (WHO) and the United Kingdom Committee for UNICEF recommend that secondary schools include infant feeding education in the curriculum. However, little attention has been given to the study of educators’ views and practices regarding infant feeding education. Aims: The aims of this research were to (1) explore North Carolina Family and Consumer Sciences teachers’ attitudes towards infant feeding education in secondary schools and (2) describe North Carolina Family and Consumer Sciences teachers’ infant feeding education practices. Methods: Researchers conducted interviews ( N = 19) and a survey ( N = 137) using a sequential mixed methods design. The constant comparative method was used to analyze interview transcripts. Subsequently, a 33-item survey was developed to assess teachers’ attitudes and practices, and this survey was tested for validity and reliability. Results: The majority of participants supported including infant feeding ( n = 119, 86.9%) and breastfeeding ( n = 116, 84.7%) education in high school. Approximately half of the participants supported including infant feeding ( n = 71, 51.9%) and breastfeeding ( n = 64, 46.7%) education in middle school. Participants reported that they taught infant feeding at both levels; topics taught included complementary foods, patterns of infant feeding, and the safe preparation of infant formula. Breastfeeding content was covered primarily in the high school Parenting and Child Development course. Conclusions: North Carolina Family and Consumer Sciences teachers have positive attitudes towards teaching about breastfeeding at the secondary school level. Content about infant nutrition and breastfeeding is currently included in courses that cover child development and human nutrition.
Table of contentsA1. Infant feeding and poverty: a public health perspective in a global contextLisa H. AmirA2. Mothers’ experiences with galactagogues for lactation: an exploratory cross sectional studyAlessandra Bazzano, Shelley Thibeau, Katherine P. TheallA3. The motherhood journey and breastfeeding: from self-efficacy to resilience and social stigmaAnna Blair, Karin CadwellA4. Breastfeeding as an evolutionary adaptive behaviorEmily A. BronsonA5. Conflict-of-interest in public health policy: as real as that logo on your websiteElizabeth C. BrooksA6. Co-opting sisterhood and motherhood: behind the scenes of Similac’s aggressive social media campaignsJodine ChaseA7. The exclusion of women from the definition of exclusive breastfeedingEllen Chetwynd, Rebecca Costello, Kathryn WoukA8. Healthy maternity policies in the workplace: a state health department’s experience with the “Bring Your Infant to Work” programLindsey Dermid-GrayA9. Implications for a paradigm shift: factors related to breastfeeding among African American womenStephanie Devane-Johnson, Cheryl Woods Giscombe, Miriam LabbokA10. Social experiences of breastfeeding: building bridges between research and policy: an ESRC-funded seminar series in the UKSally DowlingA11. Manager’s perspectives of lactation breaksMelanie FraserA12. The challenging second night: a dialogue from two perspectivesJane Grassley, Deborah McCarter-Spaulding, Becky SpencerA13. The role of lactation consultants in two council breastfeeding services in Melbourne, Australia – some preliminary impressionsJennifer Hocking, Pranee LiamputtongA14. Integrating social marketing and community engagement concepts in community breastfeeding programsSheree H. Keitt, Harumi Reis-ReillyA15. What happens before and after the maternity stay? Creating a community-wide Ten Steps approachMiriam LabbokA16. #RVABREASTFEEDS: cultivating a breastfeeding-friendly communityLeslie LytleA17. Public health vs. free trade: a longitudinal analysis of a global policy to protect breastfeedingMary Ann MerzA18. Legislative advocacy and grassroots organizing for improved breastfeeding laws in VirginiaKate NoonA19. Breastfeeding and the rights of incarcerated womenKrista M OlsonA20. Barriers and support for Puerto Rican breastfeeding working mothersAna M. Parrilla-Rodríguez, José J. Gorrín-Peralta Melissa Pellicier, Zeleida M. Vázquez-RiveraA21. Pumping at work: a daily struggle for Puerto Rican breastfeeding mothers in spite of the lawMelissa PellicierA22. “I saw a wrong and I wanted to stand up for what I thought was right:” a narrative study on becoming a breastfeeding activistJennifer L. PembertonA23. Peer breastfeeding support: advocacy and actionCatherine McEvilly PestlA24. Good intentions: a study of breastfeeding intention and postpartum realities among first-time Central Brooklyn mothersJennifer Pierre, Philip Noyes, Khushbu Srivastava, Sharon Marshall-TaylorA25. Women describing the infant feeding choice: the impact of the WIC breastfeeding classes on infant feeding practices in Ionia, MichiganJennifer Prot...
The current study examined the use of immersive technology as a way to improve access to high-quality interpersonal breastfeeding interactions in an undergraduate clinical lactation course. In particular, we investigated the impact of immersive consultation videos and related activities on student self-efficacy, motivational beliefs, and perceived skill level. Results indicate that usability was high, with participants rating videos, interactives, and activities positively. Students did report a significant increase in self-efficacy and their perceived ability to meet the course learning objectives; no significant changes in the level of interest or perceived skill were found. Our results demonstrate that high-quality immersive videos can be an important learning tool for teaching clinical skills when access to direct patient care is limited or absent.
Background Research shows that elementary and secondary school children have considered infant feeding choices for when they become parents and are interested in learning about breastfeeding in school. Despite recommendations to include infant feeding education in secondary school classrooms, teachers’ practices and attitudes regarding this topic have been the subject of minimal research. The purpose of this study was to explore North Carolina, USA, family and consumer sciences teachers’ infant feeding education practices and their views on incorporating breastfeeding education in the curricula of family and consumer sciences classes that cover topics related to parenting and nutrition. Methods The study used a purposive sample of 19 teachers who participated in semi-structured qualitative telephone interviews exploring their attitudes and practices relating to infant feeding education. We transcribed and analyzed the interviews using the constant comparative method through the lens of the Theory of Planned Behavior by examining the participants’ attitudes, subjective norms, and perceived behavioral controls. Results Teachers had predominantly positive attitudes towards the inclusion of breastfeeding education in high school parenting, child development, and nutrition courses, citing the need to normalize breastfeeding and support students’ ability to make informed choices when they become parents. Teachers’ subjective norms included concerns about parents’ and administrators’ views on the appropriateness of the content and apprehension about negative student responses. Perceived behavioral controls included student maturity, teachers’ own experiences and comfort with infant feeding, and the view that curriculum guidelines limit content selection. Conclusions The results of this study can be used in the development and implementation of secondary school education programs that increase knowledge about infant feeding and positive attitudes towards breastfeeding for all members of the community. Teachers’ concerns need to be addressed in the implementation of these programs.
Background: Research shows that some school-aged children have considered infant feeding choices for when they become parents and are interested in learning about breastfeeding in school. Despite recommendations to include infant feeding education in secondary school classrooms, teachers’ practices and attitudes regarding this topic have been the subject of minimal research. The purpose of this study was to explore North Carolina (NC) family and consumer sciences (FCS) teachers’ infant feeding education practices and their views on incorporating breastfeeding education in the curriculum. Methods: The study used a purposeful sample of 19 teachers who participated in semi-structured qualitative telephone interviews exploring their attitudes and practices relating to infant feeding education. We transcribed and analyzed the interviews using the constant comparative method through the lens of the theory of planned behavior. Results: Teachers had predominantly positive attitudes towards the inclusion of breastfeeding education in high school parenting, child development, and nutrition courses, citing the need to normalize breastfeeding and support students’ ability to make informed choices when they become parents as justification. Teachers’ social norms included concerns about parents’ and administrators’ views on the appropriateness of the content and apprehension about negative student responses. Perceived behavioral controls included student maturity, teachers’ own experiences and comfort with infant feeding, and the view that curriculum guidelines limit content selection. Conclusions: The results of this study can be used in the development and implementation of secondary school education programs that increase knowledge about infant feeding and positive attitudes towards breastfeeding for all members of the community. Teachers’ concerns should be addressed in the implementation of these programs.
sponsors and providers from Massachusetts participated during the intervention period (January-August, 2017). Formative and summative evaluation tools were used to measure the effectiveness of each training. Pre-and posttests assessed the outcomes of the online course. Evaluation: Evaluations of the online course, train-thetrainer sessions, and live culinary demonstrations indicate that nearly all (≥92%) participants met the learning objectives, found the trainings useful, and could apply to their jobs. The online course post-quiz scores improved 11.2 points, a statistically significant (P < .05) difference over pre-quiz scores. Conclusions and Implications:The innovative design of the MassCAMPS components provided CACFP sponsors and providers with professional development that led to increased knowledge that was applicable to their programs. This highly acclaimed suite of resources continues to serve as a valued online resource to early education professionals participating in CACFP across Massachusetts and nationally. Funding: USDA Team Nutrition.
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