Simulation-Based Education Improves Breastfeeding Initiation and Self-Efficacy of Primiparous Women: A Randomized Controlled Study
Breastfeeding Medicine, cilt.21, sa.8, ss.443-451, 2026 (SCI-Expanded, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 21 Sayı: 8
- Basım Tarihi: 2026
- Doi Numarası: 10.1177/15568253261451761
- Dergi Adı: Breastfeeding Medicine
- Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Scopus, CINAHL, EMBASE, MEDLINE, Health Research Premium Collection (ProQuest)
- Sayfa Sayıları: ss.443-451
- Anahtar Kelimeler: antenatal period, breastfeeding success, breastfeeding self-efficacy perception, breastfeeding attitude, simulation-based breastfeeding education, nursing
- Sağlık Bilimleri Üniversitesi Adresli: Evet
Özet
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.