The effect of prenatal education on maternal breastfeeding self-efficacy and breastfeeding duration

Abstract

This thesis describes the development of a curriculum for a prenatal breastfeeding workshop and the randomized controlled trial that was completed to test the hypotheses that the workshop would have a positive influence on maternal breastfeeding self-efficacy and that increased self-efficacy would positively affect breastfeeding duration. Breastfeeding self-efficacy, measured with the Breastfeeding Self-Efficacy Scale-Short Form, and breastfeeding duration, recorded as number of days and amount of breastfeeding, were measured at 4 and 8 weeks postpartum. The results of this study suggest that the prenatal breastfeeding workshop had a positive effect on maternal breastfeeding self-efficacy and on the amount women were breastfeeding. Over time, maternal breastfeeding self-efficacy scores increased in both groups with the intervention group having higher scores. At week 4, there was a significant difference in scores (control, M = 53.38 (SD = 9.1); intervention, M = 57.98 (SD = 8.6), t(78) = -2.32, p = .023, d = .523, CI -8.53, -0.65) At week 8, there was a difference in scores, but given the small sample size, these were not statistically significant (control, M = 58.91 (SD = 9.1); intervention, M = 61.70 (SD = 5.8), t(72) = -1.60, p = .115, d = .412). Although there was little difference between the groups in the number of days of breastfeeding, the intervention group had more exclusive breastfeeding (70% vs. 58%) and less weaning (15% vs. 22%) when compared with the control group. The most common reason for weaning was insufficient milk supply. (Abstract shortened by UMI.)