Effect of an educational intervention on the breastfeeding technique on the prevalence of exclusive breastfeeding

Abstract

Objectives: to evaluate the effect of an intervention directed to the breastfeeding technique in the prevalence of exclusive breastfeeding in the first month of life. Methods: this is a quasi-randomized intervention study conducted in a public maternity ward accredited in the Baby-Friendly Hospital Initiative. The intervention consisted of individual orientations on the breastfeeding technique in the first 48 hours after delivery, with the help of a breast model, doll, and movie. The control group was oriented by researchers about the importance of breastfeeding, and received hospital orientations. Data were collected in the maternity ward, and at the end of the first month in the hospital’s outpatient service by implementing a questionnaire, observing the baby’s breastfeeding technique and examining breasts. Results: the prevalence of exclusive breastfeeding in the first month of life of the infant was 76.6% in the experimental group, and 52.2% in the control group. RR=1.46 (CI95%=1.16-1.84); NNT=4.09; p=0.001. The trained women presented a correct breast-feeding technique in 64.04%, much higher when compared to those who did not receive training (15.11%;RR=4.87[CI95%=2.93-8.34]; NNT=1.96;p<0.001). Conclusions: the use of audiovisual resources, use of instruments (model breast and doll), and type of individualized approach contributed to an increased prevalence of exclusive breastfeeding up to 30 days after delivery.

Efeitos de uma intervenção educativa por telefone no aleitamento materno: ensaio clínico

“…A magnitude do efeito da intervenção reforça a importância da orientação materna e pode influenciar positivamente os profissionais de saúde no processo de valoração dos seus esforços desprendidos para a realização de estratégias educativas na orientação da amamentação e de seu impacto nos indicadores do aleitamento materno. (26) Portanto, as intervenções educativas de longa duração realizadas por enfermeiros treinados têm alcançado efeitos significativos na autoeficácia em amamentar, bem como nas taxas de AM e sua exclusividade (4) demonstrando a importância do acompanhamento e suporte das mulheres que iniciam o processo de amamentar e da educação em saúde contínua no decorrer do puerpério, contribuindo para oferecer apoio e as orientações necessárias para lidar com as diversas dificuldades e mudanças que podem surgir e influenciar o desmame precoce.…”

Effect of educational video on newborn care for the knowledge of pregnant and postpartum women and their families

“…A study evaluated the effect of an educational intervention using guidelines, practical demonstration, and video application on breastfeeding technique and found that women who received the intervention presented correct breastfeeding technique in a significantly higher proportion than those who did not receive the intervention, 64.04% versus 15.11% (32) . In another study addressing educational technology, it was evident that the use of the serial album was able to raise the maternal self-efficacy scores for breastfeeding, in addition to having a positive impact on the incidence of exclusive breastfeeding (33) .…”

The Influence of Breastfeeding Educational Interventions on Breast Engorgement and Exclusive Breastfeeding: A Systematic Review and Meta-Analysis

“…Educational interventions have indicated a mixed result on breast engorgement and nipple/breast pain. In a prospective study with mothers ( N = 42) in the United States, educational interventions incorporating knowledge and skills education helped to significantly ameliorate breast engorgement and breast pain (Witt et al, 2016a, 2016b), whereas a randomized study in Brazil indicated no significant changes in breast engorgement among mothers receiving breastfeeding instructions (Souza et al, 2020). Potential factors influencing the results include the frequency of classes, varying from one to two or more contacts, and whether the class is offered individually or in a group (Brockway et al, 2017; Chipojola et al, 2020).…”