Breastfeeding medicine : the official journal of the Academy of Breastfeeding Medicine · 2026
Simulation-Based Education Improves Breastfeeding Initiation and Self-Efficacy of Primiparous Women: A Randomized Controlled Study.
СтатьяРандомизированное исследованиеНазвание и аннотация: Перевод в очереди
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Arslan Tarus Hamide, Kurt Gonul
Аннотация
BACKGROUND: Although breastfeeding is a common practice in Türkiye, breastfeeding rates remain below the levels recommended by the World Health Organization. This study aimed to determine the effects of simulation-based breastfeeding education given in the antenatal period on the breastfeeding success of primiparous women in the postnatal period, their perceptions of breastfeeding self-efficacy, and their attitudes and knowledge regarding breastfeeding.
METHODS: This randomized controlled study included 128 primigravida women (intervention group: 64, control group: 64). The intervention group received simulation-based breastfeeding education during the antenatal period, while the control group watched the routine hospital breastfeeding education video. Data were collected using the Personal Information Form, Postnatal Follow-Up Form, Breastfeeding Attitudes and Knowledge Questionnaire (BAKQ), LATCH Assessment Tool, and Breastfeeding Self-Efficacy Scale-Short Form (BSES-SF). The BSES-SF and BAKQ were administered at baseline and within 24 hours after delivery, while breastfeeding success was evaluated twice postnatally using the LATCH Assessment tool. Data analysis involved chi-squared tests, independent-samples t-tests, and multiple linear regression.
RESULTS: The postintervention scores of these scales were significantly higher in the intervention group compared with the control group (p < 0.001). The LATCH Assessment tool score was significantly higher in the intervention group at both postnatal follow-ups (p < 0.001).
CONCLUSIONS: Women who received simulation-based breastfeeding education had more successful breastfeeding practices, greater knowledge and better attitudes toward breastfeeding, as well as better perceptions of breastfeeding self-efficacy, than women who received routine breastfeeding education.
METHODS: This randomized controlled study included 128 primigravida women (intervention group: 64, control group: 64). The intervention group received simulation-based breastfeeding education during the antenatal period, while the control group watched the routine hospital breastfeeding education video. Data were collected using the Personal Information Form, Postnatal Follow-Up Form, Breastfeeding Attitudes and Knowledge Questionnaire (BAKQ), LATCH Assessment Tool, and Breastfeeding Self-Efficacy Scale-Short Form (BSES-SF). The BSES-SF and BAKQ were administered at baseline and within 24 hours after delivery, while breastfeeding success was evaluated twice postnatally using the LATCH Assessment tool. Data analysis involved chi-squared tests, independent-samples t-tests, and multiple linear regression.
RESULTS: The postintervention scores of these scales were significantly higher in the intervention group compared with the control group (p < 0.001). The LATCH Assessment tool score was significantly higher in the intervention group at both postnatal follow-ups (p < 0.001).
CONCLUSIONS: Women who received simulation-based breastfeeding education had more successful breastfeeding practices, greater knowledge and better attitudes toward breastfeeding, as well as better perceptions of breastfeeding self-efficacy, than women who received routine breastfeeding education.