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- Creators: Arizona State University
- Creators: Darby, Alexis
- Creators: Gunnare, Chrystina Jean
Dana Louise Raphael was an anthropologist and breastfeeding advocate in the US during the twentieth century. After she was unable to breastfeed her own infant, Raphael began to research why breastfeeding was more common in other cultures than in the US. As part of that research, Raphael cofounded the Human Lactation Center, where she studied the breastfeeding habits of mothers around the world. Through that research, she coordinated with formula manufacturers to educate women on the benefits of breastfeeding and formula supplementation to reduce infant mortality in developing nations. In addition, Raphael was the first person to use the word doula to describe a childbirth support companion for laboring women. Raphael was an advocate for the acceptance of breastfeeding around the world, and asserted the importance of doula support for new mothers in the form of breastfeeding education.
A non-experimental pre-posttest self-report survey design was used to assess the feasibility and preliminary efficacy of an online breastfeeding educational intervention for healthcare providers. The Theory of Planned Behavior (TPB) provided the framework for exploring the participants’ psychological and behavioral outcomes. The research questions were: (1) What is the feasibility of an online breastfeeding course for healthcare providers? (2) What are healthcare providers’ psychological and behavioral changes occurring after completion of an online course? (3) How do the post-intervention psychological and behavioral outcomes of the online format compare with those of the previous format (hybrid) of this breastfeeding course?
Although participants’ favorably assessed the feasibility (i.e., acceptability) of the 45-hour course, several factors contributed to participants’ satisfaction level: Previous online learning experience, connectedness with others, and the degree of structural support. Significant positive changes occurring in participants were increases in their knowledge and beliefs about breastfeeding; attitudes toward formula feeding; perceived behavioral control; perceptions about being able to perform breastfeeding supportive behaviors; and intentions to perform actions that are consistent with evidence-based breastfeeding supportive behaviors. Significant changes in the beliefs about formula feeding were not in the expected direction raising conceptual and pedagogical issues. Participants had negative perceptions about being able to implement what they learned in their workplaces or to affect policy. Findings support the use of online breastfeeding education programs for healthcare providers; changes at both individual and institutional levels are necessary to change provider practices.