Impact of Instructional Methodology of the WHO/UNICEF Breastfeeding Training on Nurse Outcomes

Henderson, Shakira Lita Ismay

Purpose:

Nurses are the largest group of healthcare professionals that support breastfeeding and lactating mothers in maternity facilities. Yet, the most effective instructional methodology to deliver the 20-hour WHO/UNICEF breastfeeding training for maternal-child nurses is still not determined. Breastfeeding knowledge gain and perception of breastfeeding support are two key modifiable outcomes of breastfeeding training that are commonly identified in the nursing literature. The purpose of this study was to evaluate the impact of instructional methodology (classroom versus computer-based) on the maternal–child nurse’s breastfeeding knowledge gain and perception of breastfeeding support for nurses that participated in the 20-hour WHO/UNICEF breastfeeding training.

Methods:

A secondary analysis was conducted on a sample of 521 cases of attendance by three types of maternal–child nurses- labor and delivery, postpartum, and neonatal- at a metropolitan hospital. The 20-hour training was offered in five 4-hour sessions with the option of computer-based or classroom instruction for each session. Commercial breastfeeding knowledge tests had been administered pre- and post each session. A perception of breastfeeding support questionnaire, the Iowa infant feeding attitude scale, and demographic information had been collected at the end of each session.

Results:

Instructional methodology significantly impacted breastfeeding knowledge gain for one content-specific breastfeeding session. Type of maternal-child nurse was significantly different in terms of breastfeeding knowledge gain and perception of breastfeeding support. The best predictor of perception of breastfeeding support was not instructional methodology, but infant feeding attitude. Type of maternal-child nurse significantly impacted breastfeeding knowledge gain and perception of breastfeeding support.

Conclusion:

This study has created the first amount of evidence and filled a gap in the literature. The findings will have implications for nursing education, research, and practice. Particularly, these findings have significant applications in choice of instructional methodology for breastfeeding education in the acute care setting, as well as continuing breastfeeding education post the 20-hour training.