Research Critiques and PICOT Statement Final Draft
Prepare this assignment as a 1,500-1,750 word paper using the instructor feedback from the previous course assignments and the guidelines below.
PICOT Question
Revise the PICOT question you wrote in the Topic 1 assignment using the feedback you received from your instructor.
The final PICOT question will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study).
Research Critiques
In the Topic 2 and Topic 3 assignments, you completed a qualitative and quantitative research critique on two articles for each type of study (4 articles total). Use the feedback you received from your instructor on these assignments to finalize the critical analysis of each study by making appropriate revisions.
The completed analysis should connect to your identified practice problem of interest that is the basis for your PICOT question.
Refer to “Research Critiques and PICOT Guidelines – Final Draft.” Questions under each heading should be addressed as a narrative in the structure of a formal paper.
Proposed Evidence-Based Practice Change
Discuss the link between the PICOT question, the research articles, and the nursing practice problem you identified. Include relevant details and supporting explanation and use that information to propose evidence-based practice changes.
General Requirements
Prepare this assignment according to the APA. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite
Rubic_Print_
Format
| Course Code | Class Code | Assignment Title | Total Points | ||||||||||
| NRS-433V | NRS-433V-O501 | Research Critiques and PICOT Statement Final Draft | 300.0 | ||||||||||
| Criteria | Percentage | 1: Unsatisfactory (0.00%) | 2: Less Than Satisfactory (75.00%) | 3: Satisfactory (83.00%) | 4: Good (94.00%) | 5: Excellent (100.00%) | Comments | Points Earned | |||||
| Content | 60.0% | ||||||||||||
| Evidence of Revision | 10.0% | Final paper does not demonstrate incorporation of feedback or evidence of revision on research critiques. | Incorporation of research critique feedback or evidence of revision is incomplete. | Incorporation of research critique feedback and evidence of revision are present. | Evidence of incorporation of research critique feedback and revision is clearly provided. | Evidence of incorporation of research critique feedback and revision is comprehensive and thoroughly developed. | |||||||
| Nursing Practice Problem and PICOT Question | 5.0% | A nursing practice problem is not clearly described or a PICOT question is not included. | PICOT question describes a nursing practice problem but lacks reliable sources. | PICOT question describes a nursing practice problem and includes a few reliable sources. | PICOT question articulates a nursing practice problem using supporting information from reliable sources. | PICOT question clearly articulates a nursing practice problem using substantial supporting information from numerous reliable sources. | |||||||
| Background of Studies | Background of studies, including problem, significance to nursing, purpose, objective, and research questions, is incomplete. | Background of studies, including problem, significance to nursing, purpose, objective, and research questions, is included but lacks relevant details and explanation. | Background of studies, including problem, significance to nursing, purpose, objective, and research questions, is partially complete and includes some relevant details and explanation. | Background of studies, including problem, significance to nursing, purpose, objective, and research questions, is complete and includes relevant details and explanation. | Background of studies, including problem, significance to nursing, purpose, objective, and research questions, is thorough with substantial relevant details and extensive explanation. | ||||||||
| Method of Studies | Discussion of method of studies, including discussion of conceptual/theoretical framework, is incomplete. | Discussion of method of studies, including discussion of conceptual/theoretical framework, is included but lacks relevant details and explanation. | Discussion of method of studies, including discussion of conceptual/theoretical framework, is partially complete and includes some relevant details and explanation. | Discussion of method of studies, including discussion of conceptual/theoretical framework, is complete and includes relevant details and explanation. | Discussion of method of studies, including discussion of conceptual/theoretical framework, is thorough with substantial relevant details and extensive explanation. | ||||||||
| Results of Studies | Discussion of studies results, including findings and implications for nursing practice, is incomplete. | Discussion of studies results, including findings and implications for nursing practice, is included but lacks relevant details and explanation. | Discussion of studies results, including findings and implications for nursing practice, is partially complete and includes some relevant details and explanation. | Discussion of studies results, including findings and implications for nursing practice, is complete and includes relevant details and explanation. | Discussion of studies results, including findings and implications for nursing practice, is thorough with substantial relevant details and extensive explanation. | ||||||||
| Ethical Considerations | Discussion of ethical considerations associated with the conduct of nursing research is incomplete. | Discussion of ethical considerations associated with the conduct of nursing research is included but lacks relevant details and explanation. | Discussion of ethical considerations associated with the conduct of nursing research is partially complete and includes some relevant details and explanation. | Discussion of ethical considerations associated with the conduct of nursing research is complete and includes relevant details and explanation. | Discussion of ethical considerations associated with the conduct of nursing research is thorough with substantial relevant details and extensive explanation. | ||||||||
| Conclusion | Conclusion does not summarize a critical appraisal and applicability of findings. | Conclusion is vague and does not discuss importance to nursing. | Conclusion summarizes utility of the research and importance to nursing practice. | Conclusion summarizes utility of the research from the critical appraisal and the importance of the findings to nursing practice. | Conclusion summarizes utility of the research from the critical appraisal, knowledge learned, and the importance of the findings to nursing practice. | ||||||||
| PICOT Question, Research Articles, and Nursing Practice Problem Relationship | Discussion of the relationship between the PICOT question, research articles, and nursing practice problem is not included. | Discussion of the relationship between the PICOT question, research articles, and nursing practice problem is incomplete or incorrect. | Discussion of the relationship between the PICOT question, research articles, and nursing practice problem is included but lacks relevant details and supporting explanation. | Discussion of the relationship between the PICOT question, research articles, and nursing practice problem is complete and includes relevant details and supporting explanation. | Discussion of the relationship between the PICOT question, research articles, and nursing practice problem is extremely thorough with substantial relevant details and extensive supporting explanation. | ||||||||
| Proposed Evidence-Based Practice Change | The proposed evidence-based practice change is not included. | The proposed evidence-based practice change is incomplete or incorrect. | The proposed evidence-based practice change is included but lacks supporting explanation and relevant details. | The proposed evidence-based practice change is complete and includes supporting explanation and relevant details. | The proposed evidence-based practice change is extremely thorough and includes substantial supporting explanation and numerous relevant details. | ||||||||
| Organization and Effectiveness | 30.0% | ||||||||||||
| Thesis Development and Purpose | Paper lacks any discernible overall purpose or organizing claim. | Thesis is insufficiently developed or vague. Purpose is not clear. | Thesis is apparent and appropriate to purpose. | Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. | ||||||||
| Argument Logic and Construction | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Argument is clear and convincing and presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. | ||||||||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | Writer is clearly in command of standard, written, academic English. | ||||||||
| Paper Format (use of appropriate style for the major and assignment) | Template is not used appropriately or documentation format is rarely followed correctly. | Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. | Template is used, and formatting is correct, although some minor errors may be present. | Template is fully used; There are virtually no errors in formatting style. | All format elements are correct. | ||||||||
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | ||||||||
| Total Weightage | 100% |
Research Critique Guidelines – Part II
Student’s name
Instructor
Course
Date
QUANTITATIVE STUDIES
Background
A six months exclusive breastfeeding is what World Health Organization other studies do recommend (Khanal et al.,
2
015). But, achieving this goal is hindered by different factors. It is within the protocols of healthcare services that exclusive breastfeeding is highlighted and deemed essential to both the mother and the child. Nowadays, healthcare providers are advocating people in taking self-responsibility to promote healthy living (Vural & Vural, 2017). This implies breastfeeding should a theme of concern to mothers before and after they give birth. Therefore, providing antenatal education about breastfeeding not improve the health of the mother but also perceived as one’s exercising self-care responsibilities (Khanal et al., 2015). As aforementioned, reaching the peak where breastfeeding mothers get the information they deserve, some psychological factors affect the initiation and duration of breastfeeding. Additionally, mother’s awareness about breastfeeding is affected by the healthcare setting, community, support they receive, as well as education which is the primary causal factor of unsuccessful breastfeeding initiation. Breastfeeding is viewed by most research agencies and organizations as the preferred method due to the qualities contained in human milk that not only promote growth toa child but also able to prevent diseases (Khanal et al., 2015). Eczema, necrotizing enterocolitis, otitis media, and gastroenteritis are some of the known infants’ illness that (Vural & Vural, 2017) says retard growth and increase the cost of care when children become ill and get admitted to hospitals.
The PICOT question that this paper seeks to answer is, “For pregnant women, does breastfeeding education during pregnancy increase breastfeeding rates after delivery compared to no education?” I selected two quantitative studies that I will critique to examine the importance of prenatal breastfeeding education. The first article used is by Khanal et al. (2015) “Postpartum breastfeeding promotion and duration of exclusive breastfeeding in western Nepal,” and the second one is by Vural & Vural, (2017) about “The effect of prenatal and postnatal education on exclusive breastfeeding rates.”
How do these two articles support the nurse practice issue you chose?
These two articles show that breastfeeding is an important health practice that boosts an infant’s immunity which helps prevent disease and decrease costs. The primary goal of these two studies is to identify the knowledge deficit gap that breastfeeding mothers face during antenatal care. Lack of antenatal education has been proven to cause a decline of first-time mothers who wish to breastfeed. Breastfeeding mothers require support through the provision of accurate information from a healthcare staff in their antenatal journey of care. This way, the success or failure of breastfeeding is determined by the type of support and education provided. Therefore, the provision of quality healthcare is assured when providers incorporate this evidence-based practice. This approach is affordable and effective since it is supported by evidence. Khanal et al. (2015) for instance designed an educational blueprint program that ensures all healthcare facilities can plan, adjust, or even assess their prenatal education practices. My PICOT is successfully answered by these two articles because they have proven that, initiation, duration, and continuation of breastfeeding is higher to mothers who receive prenatal education than to those who don’t.
Comparing these two articles’ outcomes with mine, I identified that, results obtained from these articles show that there is a higher rate of initiation, duration, and continuation of breastfeeding mothers. The training and education provided to these groups of mothers undoubtedly resulted in attained higher rates.
Method of Study:
Between January and October 2014, a community-based prospective cohort study was conducted in the Rupandehi district of Nepal by Khanal et al. (2015). A total sample of 649 mothers who have given birth was used to aid health workers collect information on breastfeeding promotion. Researchers used a multivariable Cox regression analysis to investigate the relationship between exclusive breastfeeding and breastfeeding promotion. This method of collecting data is important in the aspect that, researchers identify a subject when there are no predictable results and associates the subject’s groups who are either exposed or unexposed with the incidence of the outcome of interest. In comparison with Vural & Vural (2017) study, a total of 240 women who attended prenatal education classes were investigated using prospective analysis. One group received both prenatal and postnatal breastfeeding education while the other group didn’t. this method allowed researchers to use a survey design that collected quantitative measurements and operational descriptions of the study participant’s behavior, attitudes, breastfeeding knowledge, and demographic data. Both article’s data collection methods were effective because of the capacity to simplify the results from a specific sample to make recommendations for mothers and because of the likelihood of greater turnround in information collection. By analyzing the conclusions each article provided, I can relate both of them faced similar limitations. First, researchers lacked random assignment to experimental and control group status. There was no concealment of group status. Another limitation was that participants were chosen from the same medical facility.
Results of Study
Khanal et al. (2015) study showed that 35% of the 649 mothers were advised on proper breastfeeding methods and the importance of prenatal breastfeeding education, while 60% were provided with more than 6 types of advice. This way, researchers were able to deduce that, there is a lower risk of exclusive breastfeeding cessation when breastfeeding promotion is provided as “breastfeeding on-demand” and “not to provide pacifier test.” The number of pieces of advice provided significantly influenced the dose-response relationship. By comparing these results with that of Vural & Vural (2017), there is a correlation of results obtained from the two groups in the study. It means, building a strong mother-baby attachment especially a short time after birth improved the development and maintenance of infant-mother attachment increasing the initiation rate of breastfeeding. The first contact between the mother and the baby brings about correct breastfeeding, proper breast attachment and the bond between mother and infant becomes strong.
Outcomes Comparison
Based on the control group results, researchers identified that breastfeeding in first-time mothers is not automatic and sometimes it is frustrating. This way, (Khanal et a., 2015) have shown that healthcare professionals should take the responsibility of providing prenatal breastfeeding education. Education programs for instance are used in western Nepal hospitals to help mothers learn the skill of breastfeeding. This supports my PICOT question that mothers who receive prenatal breastfeeding education improve initiation rates, duration, and continuation of exclusive breastfeeding as compared to mothers who don’t receive any antenatal breastfeeding education. However, Vural & Vural (2017) discovered that there is a significant variation of hospital-based antenatal breastfeeding education programs across the nation. Variations were due to lack of skills training, several participants, length of stay, and class content. Although, these findings compare with my research outcomes because I anticipated seeing how prenatal education and breastfeeding efficacy can be enhanced.
References
Khanal, V., Lee, A. H., Karkee, R., & Binns, C. W. (2015). Postpartum breastfeeding promotion and duration of exclusive breastfeeding in western Nepal. Birth, 42(4), 329-336. From:
https://espace.curtin.edu.au/handle/20.500.11937/30182?show=full
Vural, F., & Vural, B. (2017). The effect of prenatal and postnatal education on exclusive breastfeeding rates. Minerva pediatrica, 69(1), 22. From:
https://pubmed.ncbi.nlm.nih.gov/28102653/
© 2019. Grand Canyon University. All Rights Reserved.
2
ResearchCritiques and PICOT Question Guidelines – Final Draft
Use this document to organize the content from your four studies into your final draft.
Quantitative and Quantitative Studies
Background
1. Summary of studies. Include problem, significance to nursing, purpose, objective, and research question.
How do these two articles support the nurse practice issue you chose?
1. Discuss how these articles will be used to answer your PICOT question.
2
. Describe how the interventions and comparison groups in the articles compare to those identified in your PICOT question.
Method of Study:
1. State the methods of the articles you are comparing and describe how they are different.
2. Consider the methods you identified in your chosen articles and state one benefit and one limitation of each method.
Results of Study
1. Summarize the key findings of each of the studies into a comprehensive summary.
2. What are the implications of the four studies you chose in nursing practice?
Ethical Considerations
1. Discuss two ethical consideration in conducting research.
2. Describe how the researchers in the four articles you choose took these ethical considerations into account while performing their research.
Outcomes Comparison
1. What are the anticipated outcomes for your PICOT question?
2. How do the outcomes of the four articles you chose compare to your anticipated outcomes?
© 2019. Grand Canyon University. All Rights Reserved.
2
ResearchCritiques and PICOT Question Guidelines – Final Draft
Use this document to organize the content from your four studies into your final draft.
Quantitative and Quantitative Studies
Background
1. Summary of studies. Include problem, significance to nursing, purpose, objective, and research question.
How do these two articles support the nurse practice issue you chose?
1. Discuss how these articles will be used to answer your PICOT question.
2
. Describe how the interventions and comparison groups in the articles compare to those identified in your PICOT question.
Method of Study:
1. State the methods of the articles you are comparing and describe how they are different.
2. Consider the methods you identified in your chosen articles and state one benefit and one limitation of each method.
Results of Study
1. Summarize the key findings of each of the studies into a comprehensive summary.
2. What are the implications of the four studies you chose in nursing practice?
Ethical Considerations
1. Discuss two ethical consideration in conducting research.
2. Describe how the researchers in the four articles you choose took these ethical considerations into account while performing their research.
Outcomes Comparison
1. What are the anticipated outcomes for your PICOT question?
2. How do the outcomes of the four articles you chose compare to your anticipated outcomes?
© 2019. Grand Canyon University. All Rights Reserved.
2
Literature Evaluation Table
Student Name:
Summary of Clinical Issue
Some women make it look so easy while breastfeeding their infants. However, many think it is tough to do it. The fact of the matter is breastfeeding is hard, and it’s like another job in itself, which does not come automatically for mothers who have just given birth. It is challenging for some women to keep up with the diet to maintain the flow of the milk and the type of food that will not react with the baby. For many reasons, this literature evaluation paper seeks to explore how breastfeeding women can improve the milk supply, as it is healthy for the baby and the mother. The PICOT question thus addressed is, “How does prenatal education impact a mother’s decision to initiate breastfeeding?” Pregnant women were chosen as the population of interest because upon giving birth, a woman decided to breastfeed or use formula milk. Prenatal breastfeeding education was the chosen intervention. That is because it is essential to educate pregnant women before giving birth so that better outcomes are expected after delivery in terms of how to breastfeed. The comparison that was chosen is women who received no education with those that were educated. They say the only key to success is education (Meedya et al.,
2
015). A person being better on a specific topic is defined by how knowledgeable she is. The outcome is the breastfeeding rate versus feeding formula.
PICOT Question:
P: in pregnant women, I: does Prenatal breastfeeding education, C: Formal prenatal breastfeeding education versus informal individual research or no education, O: Increase the breastfeeding Initiation Rate, initiation rate, T, over 3-month period before childbirth?
|
Criteria |
Article 1 |
Article 2 |
Article 3 |
||||
|
APA-Formatted Article Citation with Permalink |
Meedya, S., Fahy, K., Parratt, J., & Yoxall, J. (2015). Supporting women to achieve breastfeeding to six months postpartum–The theoretical foundations of a successful program. Women and Birth, 28(4), 265-271. |
Schreck, P. K., Solem, K., Wright, T., Schulte, C., Ronnisch, K. J., & Szpunar, S. (2017). Both prenatal and postnatal interventions are needed to improve breastfeeding outcomes in a low-income population. Breastfeeding Medicine, 12(3), 142-148. |
Pitts, A., Faucher, M. A., & Spencer, R. (2015). Incorporating breastfeeding education into prenatal care. Breastfeeding Medicine, 10(2), 118-123. |
||||
|
How Does the Article Relate to the PICOT Question? |
Postpartum breastfeeding education enhances an increase in breastfeeding rate and affirms a long duration of breastfeeding. |
Healthcare-based prenatal and postpartum education has an impact on the rate of breastfeeding among women. The breastfeeding education equips mothers with information for a successful long duration of breastfeeding. |
Technology is an essential source of information on breastfeeding for mothers to learn ways increasing breastfeeding rate and the importance of breastfeeding. |
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|
Quantitative, Qualitative (How do you know?) |
Qualitative research. The study applies a theoretical mode of study. |
Qualitative method. Researchers collected data using chart review and telephone survey. |
Qualitative method. The research method employed involved three breastfeeding modules for women at the 32-, 34-, and 36-week prenatal access via customized computer tablets. |
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|
Purpose Statement |
The paper aimed to demonstrate that theories of the Milky Way program introduced in Australia affirmed women’s long-term breastfeeding success. |
The purpose of the study was to investigate the effect of healthcare-based prenatal and postnatal breastfeeding approaches on breastfeeding beginning and continuation rates in low-income society. A health facility-based breastfeeding support group and prenatal breastfeeding informative curriculum were the adopted approaches. |
Researchers used women aware of breastfeeding education to assess the effectiveness of individual, recurrent, and technology-based antenatal education program. |
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|
Research Question |
Can Milky Way Program be enhanced by birth territory and self-efficacy theories as theoretical framework? |
Does prenatal education and hospital-based breastfeeding support improve breastfeeding outcomes? |
Can women learn how to breastfeed via tablet methodology. |
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|
Outcome |
Environment and woman’s own power determines the duration of breastfeeding. |
Participation in interventions didn’t influence the rate, at which women reported meeting their breastfeeding objectives. |
The outcomes affirm that pre-birth breastfeeding education, in the workplace setting, is very much acknowledged by women. |
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|
Setting (Where did the study take place?) |
Escambia County Hospital |
Prenatal clinic |
Obstetrical practice in the northeast United States |
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|
Sample |
The participants of the study entailed a group of Women’s Group clinic (n=20) |
The study employs Birth territory theory as a participant. |
The study involved a total of 33 women. |
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|
Method |
Descriptive |
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|
Key Findings of the Study |
The research findings indicated that 8 participants out or 20 had completed their questionnaires (3 from CG and five from EG). All five mothers from EG opted to continue with breastfeeding. Three mothers from CG chose to breastfeed after delivery; however, one participant had to discontinue after two weeks. |
The study indicates that strategies based on self-efficacy are useful; however, they are insufficient to promote breastfeeding for six months. |
The project findings reported that women successfully benefited from breastfeeding content via the tablet approach. |
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|
Recommendations of the Researcher |
Analysts suggest that health experts support their own awareness of the outside force working between the woman and her support individuals. |
To support breastfeeding continuation, researchers suggest healthcare providers to continue providing pre- and post-natal education. |
The success of breastfeeding program requires further evaluation to determine its effectiveness. |
|
Article 4 |
Article 5 |
Article 6 |
|
Stokes, L. O. (2019). Prenatal Education and Postpartum Support: Influence on Maternal Self-Efficacy and Breastfeeding Rates. |
Vural, F., & Vural, B. (2017). The effect of prenatal and postnatal education on exclusive breastfeeding rates. Minerva pediatrica, 69(1), 22. |
Khanal, V., Lee, A. H., Karkee, R., & Binns, C. W. (2015). Postpartum breastfeeding promotion and duration of exclusive breastfeeding in western Nepal. Birth, 42(4), 329-336. |
|
Breastfeeding education availability helps in creating awareness on the benefits of breastfeeding hence increasing the rate with which women breastfeed. |
The increase of pregnant women developing breastfeeding education through antenatal and postnatal counselling increases the breastfeeding duration. |
The significance of the research to PICOT topic is that skilled healthcare experts on breastfeeding expertise are a significant milestone towards increasing breastfeeding rate in women and long duration of breastfeeding. |
|
The QI project employed a quantitative descriptive design |
The study used a quantitative design to analyze and interpret data. |
Quantitative method. Researchers used a multivariable cox regression method to determine the link between breastfeeding and exclusive breastfeeding. |
|
The objective of the QI project was to avail informative education during the prenatal period and telephonic postpartum help to increase maternal self-efficacy and EBF rates at postpartum. |
The research aimed to find out whether the rates of EBF until six months postpartum increased from individual postnatal support to antenatal group counselling. |
The research aimed to find out whether breastfeeding education provided by nurses increased the duration of continuous breastfeeding in Western Nepal. |
|
Does breastfeeding rates and maternal self-efficacy influenced by education and postpartum support? |
Do the rates of EBF increase by providing counselling to antenatal group? |
Is there a difference between exclusive breastfeeding and breastfeeding promotion? |
|
Maternal self-efficacy did improve after the intervention as evidenced through the pre-and post-survey scores. |
The outcomes of the research demonstrated that pregnancy counseling increases the frequency of exclusive breastfeeding in mothers. |
The article shows that the duration of breastfeeding would increase when pregnant women are given education immediately after giving birth. |
|
Different maternity clinics |
Antenatal breastfeeding education sessions |
In Rupandehi district of Nepal |
|
The project involved one participant. |
A total of 240 women participants |
A total of 649 mothers. |
|
The study findings indicated that research fails to support prenatal breastfeeding postpartum education assistance employed in combination to boost maternal self-efficacy and breastfeeding rates. |
There was a significant increase in EBF rates in groups provided with personal-oriented support compared to single antenatal education at six months. |
The period of breastfeeding increased to women who were given assistance immediately after childbirth and breastfeeding training. |
|
Future research should focus on educating and training pregnant teens through programs on breastfeeding. |
To increase breastfeeding initiation and continuation, researchers recommends healthcare workers to provide adequate support and encouragement for breastfeeding mothers. |
Researchers suggest that all skilled birth attendants should bring awareness and promotion of breastfeeding in all maternity centers. |
References
Khanal, Vishnu, Andy H. Lee, Rajendra Karkee, and Colin W. Binns. “Postpartum breastfeeding promotion and duration of exclusive breastfeeding in western Nepal.” Birth 42, no. 4 (2015): 329-336. From:
https://onlinelibrary.wiley.com/doi/abs/10.1111/birt.12184#:~:text=taught%20breastfeeding%20skills.-,Breastfeeding%20Promotion%20and%20Duration%20of%20Exclusive%20Breastfeeding,8.4%20percent%20at%20sixth%20month.
Meedya, S., Fahy, K., Parratt, J., & Yoxall, J. (2015). Supporting women to achieve breastfeeding to six months postpartum–The theoretical foundations of a successful program. Women and Birth, 28(4), 265-271. From
https://www.academia.edu/21851459/Supporting_women_to_achieve_breastfeeding_to_six_months_postpartum_The_theoretical_foundations_of_a_successful_program
Pitts, A., Faucher, M. A., & Spencer, R. (2015). Incorporating breastfeeding education into prenatal care. Breastfeeding Medicine, 10(2), 118-123. From:
https://pubmed.ncbi.nlm.nih.gov/25565242/
Schreck, P. K., Solem, K., Wright, T., Schulte, C., Ronnisch, K. J., & Szpunar, S. (2017). Both prenatal and postnatal interventions are needed to improve breastfeeding outcomes in a low-income population. Breastfeeding Medicine, 12(3), 142-148. From:
https://www.liebertpub.com/doi/10.1089/bfm.2016.0131
Stokes, L. O. (2019). Prenatal Education and Postpartum Support: Influence on Maternal Self-Efficacy and Breastfeeding Rates. From:
https://search.proquest.com/openview/9f0210ed3a96f56e7d04c7cb3b07a271/1?pq-origsite=gscholar&cbl=18750&diss=y
Vural, F., & Vural, B. (2017). The effect of prenatal and postnatal education on exclusive breastfeeding rates. Minerva pediatrica, 69(1), 22. From:
https://europepmc.org/article/med/28102653
© 2019. Grand Canyon University. All Rights Reserved.
2
ResearchCritique Guidelines – Part I
Qualitative Studies
Background of Study
The initial breastfeeding rate for the healthy people
2
020 goal is 81.9% (Pitts, Faucher & Spencer, 2015). Pennsylvania recorded a 70.2% breastfeeding initiation rate in 2013. These figures show that breastfeeding is a global public health concern. Looking at the “ten steps to successful breastfeeding,” step three is “Inform all pregnant women about the benefits and management of breastfeeding.” The question posed: how does a mother’s decision to initiate breastfeeding impacted by the knowledge of breastfeeding during prenatal education vs. education on admission or none? Breastfeeding is the most natural method for mothers to feed infants and is highly recommended by Pediatricians, Nurse Midwives, and Lactation Nurses, yet breastfeeding rates remain extremely low. It also provides several other benefits for infants, such as the transfer of antibodies from mother to infant as a source of immunity against several illnesses. As a result, by breastfeeding, infant’s hospital re-ad-mission rates can decrease. There are some challenges and contextual factors that face low- and middle-income families, especially when receiving breastfeeding education interventions. These challenges, as discussed by Pitts, Faucher & Spencer (2015) and Schreck et al. (2017) in their studies, perhaps might hinder the duration supposed to be taken by breastfeeding mothers. Findings show that families who have their income are more likely to stop breastfeeding than those without. According to Schreck et al. (2017), an infant should start breastfeeding in the first hour after birth, and through the first six months of life because breast milk is believed to have essential nutrients and vitamins for healthy child development and growth. Therefore, this paper seeks to answer the PICO question: “How does prenatal education impact a mother’s decision to initiate breastfeeding?”
How do these two articles support the nurse practice issue you chose?
Pitts, Faucher & Spencer (2015) say that a child should be breastfed throughout the six months of life because breastfeeding is healthy for both the child and the mother. However, how is this supposed to be beneficial for both the mother and child without first knowing to breastfeed? Thus, these two qualitative articles try to educate women who are preparing to give birth and those already with infants to have the best knowledge about breastfeeding.
Looking at the Pitts, Faucher & Spencer (2015) qualitative study, it can be deduced that women’s breastfeeding initiation, duration, and exclusivity increases upon receiving prenatal breastfeeding education. Authors state that women are provided with evidence-based breastfeeding information and guidance about prenatal breastfeeding based on technology-based education programs, recurrent, face-to-face teaching. This article sensitizes nurses’ role in embracing the culture of educating breastfeeding mothers and those expecting their newborns about its importance. The report shows that some women don’t understand the importance of breastfeeding, bringing relevance to my PICOT question that intends to find out the impact of prenatal education on a mother’s decision about breastfeeding.
Conversely, research by Schreck et al. (2017) revealed that to improve the breastfeeding duration and exclusivity, a breastfeeding mother needs both prenatal education and ongoing post-discharge support. The article’s results showed increased breastfeeding initiation, exclusivity, and duration for healthcare facilities that increase maternal breastfeeding self-efficacy through teaching and support in post-discharge. Increasing the rate of breastfeeding initiation and duration required a consistent evaluation of maternal confidence in breastfeeding and appropriate interventions. It is evidenced that; breastfeeding mothers’ long-term positive health outcome is influenced by breastfeeding duration and exclusivity. This source is crucial to me as it helps me answer my PICOT question, whereby I want to find out how the breastfeeding initiation rate increases through prenatal breastfeeding education. However, as compared to both articles, my study used a different research intervention. Along this line, Schreck et al. study did not have a control group.
Method of Study:
Pitts, Faucher & Spencer (2015) used a quasi-experimental qualitative approach to assess breastfeeding mothers who were receiving education from certified nurse-midwives. By using computer tablets, each woman was given a breastfeeding module which was distributed at the 32-, 34-, and 36- week of every prenatal visit. At the end of every module, women answered questionnaires, acting as a measure for content learning and level of participation. Also, at the 6th week of every postpartum visit, each woman completed a survey to assess the summative perceptions. On the contrarily, Schreck et al. (2017) used chart review and telephone survey to assess a total of 650 women using a semi-structured study after delivery to determine their breastfeeding initiation, duration, and exclusivity. Healthcare-based prenatal and postpartum education had an impact on the rate of breastfeeding among women. The breastfeeding education equips mothers with information for a successful long duration of breastfeeding. The benefit of using qualitative studies in my chosen articles is that qualitative data analysis organizes the data by theme. This is done through reading and re-reading the transcripts to find common topics. However, qualitative studies are faced with a significant limitation of quality, heavily dependent on the researcher’s skills, and more easily influenced by the researcher’s personal biases and quirks.
Results of Study
The findings of the study performed by Pitts, Faucher & Spencer (2015) indicate that breastfeeding mothers learning through the tablet methodology successfully acquired informed information about the importance of breastfeeding. Further, the results confirm that working women can now breastfeed their infants after receiving prenatal breastfeeding education. Another factor found to be vital in increasing breastfeeding duration is timing. It means breastfeeding initiation and continuation increased through proper prenatal breastfeeding education.
The findings of the exploration conducted propose that pre-birth education can significantly affect the choice to breastfeed, just like the actual duration of breastfeeding. Moms who knew about specific suggestions to breastfeed were more likely to start breastfeeding. If healthcare facilities can provide early breastfeeding education to women in the pre-birth period, we may see a considerable rise in the number of women who choose to breastfeed versus formula feed. Breastfeeding provides significant health benefits to both the babies and their moms. Low-salary women and their kids accordingly fail to get the vital benefits breastfeeding provides. Breastfeeding, especially exclusive breastfeeding, is a significant method to guarantee the well-being and prosperity of these babies and their moms.
The implication in nursing practice calls for establishing a standardized prenatal breastfeeding education program for women who lack the knowledge and importance of breastfeeding. The findings of these articles help nurses identify women who require additional support and identify women with high levels of self-viability who may not require further intervention.
Ethical Considerations
Firstly, both researchers received ethical approval to conduct their research from the Research Ethics Committee. The participants were provided with written information and consented to participate in the research study. Secondary sources were sufficiently cited by both analysts, which demonstrated they are recognizing and offering credit to different scholars. Authors likewise supported their data employing a lot of writing. This implies the two researchers have played within the standards featured by the Research Ethics Committee.
References
Pitts, A., Faucher, M. A., & Spencer, R. (2015). Incorporating breastfeeding education into prenatal care. Breastfeeding Medicine, 10(2), 118-123. From:
https://pubmed.ncbi.nlm.nih.gov/25565242/
Schreck, P. K., Solem, K., Wright, T., Schulte, C., Ronnisch, K. J., & Szpunar, S. (2017). Both prenatal and postnatal interventions are needed to improve breastfeeding outcomes in a low-income population. Breastfeeding Medicine, 12(3), 142-148. From:
https://www.liebertpub.com/doi/10.1089/bfm.2016.0131
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