Matching Items (3)
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- All Subjects: Lactation
- Creators: Bever, Jennie
- Creators: Gunnare, Chrystina Jean
Description
The Baby Friendly Hospital Initiative (BFHI) was created in 1991 with the goal to provide support and education to mothers on breastfeeding in order to increase the rate and duration of breastfeeding across the world. Despite being around for over 20 years, it has only been successfully incorporated into 245 hospitals in the United States as of 2015. Due to the many benefits this initiative brings to mothers, infants, and the hospitals themselves as well as being shown to increase the incidence, duration, and exclusivity of breastfeeding, the goal of this project was to create a mother friendly brochure sharing this. The brochure was created in order to spread the word of the BFHI to expecting mothers so that they are informed and able to use this information to not only improve their own child-birthing experience but also push for implementation in their delivering facilities. The brochure covers additional topics such as breastfeeding benefits and tips, lactation resources, and steps to incorporate into their own hospital stay if outside of a BFHI facility in order to get a few of the benefits that the Baby Friendly Initiative provides. The brochure was tested for clarity, effectiveness, and for overall reactions in a study conducted at a local women's clinic surveying expectant mothers through the use of a short survey. These results were used to make minor improvements to the brochure before moving on to plans of how to disseminate the brochure to more clinics within the Phoenix area. The dissemination of this brochure will share this important information with women of childbearing age and hopefully lead to greater knowledge and progress towards improved maternal and neonatal outcomes.
ContributorsGunnare, Chrystina Jean (Author) / Whisner, Corrie (Thesis director) / Bever, Jennie (Committee member) / Barrett, The Honors College (Contributor) / School of Nutrition and Health Promotion (Contributor)
Created2015-05
Description
As of today, there does not exist a cheap diagnostic for lactate for use in trauma centers. $671 billion are spent on trauma accidents and emergency rooms, with money focused on treatments such as YSI and ELISA, costing $1500 and $200, respectively. Gold disk electrodes were used to immobilize lactate dehydrogenase and glucose oxidase, with electrochemical impedance spectroscopy (EIS) used as the method for detection. Two lactate experimental runs were completed with data detailing a linear model and positive correlation for imaginary impedance and concentration, and one glucose experimental run was completed proving that a continuous system can be completed accounting for reaction and consumption using EIS, a process previously not done before.
ContributorsEltohamy, Omar Khaled (Author) / LaBelle, Jeffrey (Thesis director) / Lin, Chi-En (Committee member) / Harrington Bioengineering Program (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
Despite the widely recognized health benefits of breastfeeding and its endorsement by leading health organizations, as a preventative public health intervention, inadequate breastfeeding knowledge and lactation management skills among healthcare providers continues to be a major barrier for women who choose to initiate breastfeeding. Breastfeeding competencies are not standardized in healthcare education for any of the health professions. To address this gap, a few continuing education and professional development programs have been implemented, but paucity in research regarding the efficacy of these programs exists. The purpose of this study was to explore the changes in healthcare providers’ learning outcomes related to breastfeeding support and promotion.
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.
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.
ContributorsWatkins, Amanda L (Author) / Dodgson, Joan E (Thesis advisor) / Reifsnider, Elizabeth G. (Committee member) / McClain, Darya (Committee member) / Arizona State University (Publisher)
Created2015