Level of Awareness of the Baby Friendly Initiative among Home Economics Teachers in Nigeria

Egbuonu, Ifeoma

doi:10.1093/tropej/50.6.331

Cited by 6 publications

(14 citation statements)

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“…The Nigerian study by Egbuonu et al concluded that the majority of the 84 home economics teachers surveyed were supportive of teaching about the BFI in primary, secondary, and tertiary education [14]. Similar research in the United States conducted in 2010 showed that 86.9% of the 107 teachers and school nurses surveyed thought that the benefits of breastfeeding should be incorporated into high school curricula, and 57.9% believed the topic should be taught at the middle school level.…”

Section: Resultsmentioning

confidence: 91%

“…Seven studies examined teachers’ knowledge of breastfeeding [14–20] and two investigated their views on incorporating breastfeeding education into schools [14, 21]. …”

Section: Resultsmentioning

confidence: 99%

“…Researchers found that 70.2% of teachers surveyed knew that human milk can prevent malnutrition and 53.6% agreed that breastfeeding should continue for at least 2 years. Beyond this knowledge, the teachers’ understanding was low in regards to the concepts of the BFI, the benefits of colostrum, feeding on demand, and protection of breastfeeding by the law [14]. Similarly, in a 1990 study of infant feeding knowledge among 100 newly graduated Indian teachers, researchers found that the majority identified human milk as the best way to feed infants and that babies should be breastfed for over 1 year.…”

Section: Resultsmentioning

confidence: 99%

“…Previous research on teachers’ attitudes toward including breastfeeding education in schools indicates that the majority of teachers are supportive of including breastfeeding education in the classroom [14, 21], but they have limited time to include this material in the curriculum [21]. The Nigerian study by Egbuonu et al concluded that the majority of the 84 home economics teachers surveyed were supportive of teaching about the BFI in primary, secondary, and tertiary education [14].…”

Section: Resultsmentioning

confidence: 99%

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Stakeholder views of breastfeeding education in schools: a systematic mixed studies review of the literature

et al. 2016

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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.

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Section: Resultsmentioning

confidence: 91%

“…Seven studies examined teachers’ knowledge of breastfeeding [14–20] and two investigated their views on incorporating breastfeeding education into schools [14, 21]. …”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

Stakeholder views of breastfeeding education in schools: a systematic mixed studies review of the literature

et al. 2016

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“…In labour and also in the immediate puerperium, several studies have shown the benefit of support from healthcare personnel and family members (Callister et al 2003;Cleeton 2001;Egbuonu et al 2004;Morse 1989). It is common in this culture to have a female member of the family staying to help and support women in the puerperium to help with childcare and domestic duties.…”

Section: Introductionmentioning

confidence: 99%

The influence of social support on the duration of breast-feeding among antenatal patients in Ibadan

Olayemi

Aimakhu²,

Bello

et al. 2007

Journal of Obstetrics and Gynaecology

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In Nigeria, breast-feeding has been shown to be very closely related to infant survival. Prolonged and adequate breast-feeding is critical to most infants' nutritional health and growth. This study aims to determine the influence of family support on the duration of exclusive and total breast-feeding of infants of antenatal patients. This cross-sectional study was conducted between 1 September and 30 December 2005. The tool was a structured questionnaire. The main outcome variables were the duration of breast-feeding; both total and exclusive explanatory variables were mainly related to support obtained during breast-feeding from husband and older female relations. Husbands support significantly increased the total duration of breast-feeding by a mean of 1.69 months (95% CI 0.88, 2.51), however, exclusive breast-feeding was not significantly affected by the husband's support (OR 0.94; 95% CI 0.63, 1.39). Female support had a significant influence on both the total duration of breast-feeding which is increased by a mean of 1.08 months (95% CI 0.14, 2.02), and the adequate conduct of exclusive breast-feeding (OR 1.83; 95% CI 1.17, 2.86). The cultural practice of having additional female support in the postpartum period has been shown by this study to be beneficial. Therefore, this cultural practice should be encouraged and catalogued as a beneficial cultural practice. This practice is also cheap and sustainable.

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Exploring North Carolina Family and Consumer Sciences Teachers’ Attitudes Towards Breastfeeding and Infant Feeding Education Practices

2019

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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.

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Level of Awareness of the Baby Friendly Initiative among Home Economics Teachers in Nigeria

Cited by 6 publications

References 0 publications

Stakeholder views of breastfeeding education in schools: a systematic mixed studies review of the literature

Stakeholder views of breastfeeding education in schools: a systematic mixed studies review of the literature

The influence of social support on the duration of breast-feeding among antenatal patients in Ibadan

Exploring North Carolina Family and Consumer Sciences Teachers’ Attitudes Towards Breastfeeding and Infant Feeding Education Practices

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