{"title":"Simulation-Based Education Improves Breastfeeding Initiation and Self-Efficacy of Primiparous Women: A Randomized Controlled Study.","authors":"Hamide Arslan Tarus, Gonul Kurt","doi":"10.1177/15568253261451761","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>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.</p><p><strong>Methods: </strong>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 <i>t-</i>tests, and multiple linear regression.</p><p><strong>Results: </strong>The postintervention scores of these scales were significantly higher in the intervention group compared with the control group (<i>p</i> < 0.001). The LATCH Assessment tool score was significantly higher in the intervention group at both postnatal follow-ups (<i>p</i> < 0.001).</p><p><strong>Conclusions: </strong>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.</p>","PeriodicalId":9142,"journal":{"name":"Breastfeeding Medicine","volume":" ","pages":"443-451"},"PeriodicalIF":2.1000,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Breastfeeding Medicine","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1177/15568253261451761","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2026/5/21 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"OBSTETRICS & GYNECOLOGY","Score":null,"Total":0}
引用次数: 0
Abstract
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.
期刊介绍：
Breastfeeding Medicine provides unparalleled peer-reviewed research, protocols, and clinical applications to ensure optimal care for mother and infant. The Journal answers the growing demand for evidence-based research and explores the immediate and long-term outcomes of breastfeeding, including its epidemiologic, physiologic, and psychological benefits. It is the exclusive source of the Academy of Breastfeeding Medicine protocols.
Breastfeeding Medicine coverage includes:
Breastfeeding recommendations and protocols
Health consequences of artificial feeding
Physiology of lactation and biochemistry of breast milk
Optimal nutrition for the breastfeeding mother
Breastfeeding indications and contraindications
Managing breastfeeding discomfort, pain, and other complications
Breastfeeding the premature or sick infant
Breastfeeding in the chronically ill mother
Management of the breastfeeding mother on medication
Infectious disease transmission through breast milk and breastfeeding
The collection and storage of human milk and human milk banking
Measuring the impact of being a “baby-friendly” hospital
Cultural competence and cultural sensitivity
International public health issues including social and economic issues.
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