Nursing student's knowledge about breastfeeding: Design and validation of the AprendeLact questionnaire

Applying Legitimation Code Theory to teach breastfeeding in nurse education: A case study

AIM

To use Legitimation Code Theory as a framework to inform the design of nursing education and gain insights into student perspectives of this design.

BACKGROUND

Internationally, the World Health Organization's breastfeeding recommendations are not being met. One contributing factor is that healthcare providers including registered nurses lack the knowledge to support breastfeeding women on an ongoing basis and rely on their personal experiences to inform the care they provide. Undergraduate nursing students should receive education to assist breastfeeding women in practice.

DESIGN

The study is underpinned by case-study methodology. The Legitimation Code Theory (LCT) dimension of Semantics and the concepts of semantic gravity and semantic density were used to theoretically frame and develop an intervention module to teach undergraduate nurses about breastfeeding.

METHODS

This module was part of an elective seven-week paediatric nursing course. University Human Research Ethics Committee (HREC201/203) reviewed the study. Participants (n = 9) completed semi-structured interviews and thematic analysis helped us to understand their experiences of the module. The Template for Intervention and Description and Replication (TIDeR) framework was used to report the intervention.

RESULTS

The breastfeeding module was positively received by participants who noted the module's structure differed from previous courses. Three main themes were identified in the student experience. These are: a) threads and links; b) engaging structure; and c) seedlings.

CONCLUSION

Legitimation Code Theory is an effective course development framework to harness the learners' prior informal knowledge and weave learning activities between theory and contextual practice to develop cumulative knowledge.

IMPACT

With an increased understanding of how undergraduate nursing students develop knowledge, the LCT dimension of Semantics can be ussed to structure content knowledge in instructional design. This approach builds explicit bridges between knowledge development in the nursing curriculum and learners' informal knowledge and contextual practice in clinical settings.

Evaluating satisfaction with teaching innovation, its relationship to academic performance and the application of a video-based microlearning

AIM

To develop and validate a questionnaire to assess satisfaction with teaching innovation, assess the student satisfaction with a video-based microlearning intervention in its video-based modality and to verify its impact on academic performance.

DESIGN

A descriptive cross-sectional study was conducted. The study used the COSMIN checklist for studies on measurement instruments.

METHODS

One hundred and ten nursing students from Salus Infirmorum University Centre (Andalusia, Spain) participated in the study. The items of the instrument were designed based on a literature review and its validity and stability were analysed. After that, 6 weeks of video-based microlearning intervention were implemented. Then students were asked to fill the satisfaction questionnaire and then took the subject exam.

RESULTS

The resulting questionnaire consisted of 5 items with only one dimension. The questionnaire showed good validity and reliability. A direct correlation was observed between satisfaction with the video-based microlearning intervention and the marks of the subject exam.

The Current Status of Breastfeeding Knowledge and Its Influencing Factors in Nursing Undergraduates: A Cross-Sectional Study in China

The aim of this study was to explore the breastfeeding knowledge of nursing undergraduates and the influencing factors. Human milk (HM) is one of the most effective nutritional supplies to improve early development and physical health, but the current status of breastfeeding in China is still not optimal. The breastfeeding knowledge of perinatal women influences their feeding beliefs and behavior. Nursing undergraduates, as core professionals who will care for perinatal women and provide feeding guidance in the future, can significantly affect feeding behavior of mothers and their babies, so their knowledge of breastfeeding may have a potential impact on breastfeeding in China. However, studies on breastfeeding knowledge among nursing undergraduates in China are limited. A convenience sampling method was conducted in four medical universities in China, and eligible nursing undergraduates were selected. An online survey was collected from 5 July 2022 to 5 August 2022. Categorical data were reported as number and percentage, while continuous data were reported as mean ± SD. Multivariate linear regression was used to evaluate the association between influencing factors and breastfeeding knowledge. The overall mean score of the 460 returned questionnaires was 43.991 out of 100. The pass rate of the questionnaire was only 23.04%. Nursing undergraduates had a relatively better grasp of the benefits of breastfeeding and related advice (correct rates: 67.83%). Birthplace, only child or not, the course in obstetrics and gynecological nursing, the course in pediatrics nursing, and placements in maternity or neonatology units were relevant factors for breastfeeding knowledge (p < 0.05). Nursing undergraduates showed unsatisfactory breastfeeding knowledge. It is urgent to raise the knowledge level of breastfeeding among nursing undergraduates. Medical colleges should optimally structure a curriculum of breastfeeding knowledge. Furthermore, it is also necessary to improve the public’s understanding of breastfeeding and the whole society’s attention to breastfeeding in China.

Development and Simulation of Cyberdisaster Situation Awareness Models

Cyberdisasters require an organization’s disaster team to be prepared. Disaster events are difficult to predict, but the impact of this risk on an organization is large. However, organizations sometimes struggle in being prepared for disaster situations. Here, awareness of disaster situations when analysing priority disasters (e.g., earthquakes and pandemics) and how to mitigate them can help an organization’s preparedness. Mitigation scenarios need to be determined and simulated so that a disaster team is ready to face disaster. Using Endsley’s situational awareness model and a tabletop exercise, this study aimed to help a disaster team determine cyberdisaster risk priority and assess a team’s preparedness for dealing with a cyberdisaster. The situation awareness model was divided into two stages: awareness of cyberdisaster situations and tabletop evaluations. Awareness of a disaster situation was carried out by determining the highest priority for disaster risk using the fuzzy failure modes and effects analysis (FMEA) method. The results of the first study show that the high-risk category contains ransomware attacks during pandemics and earthquakes. The second study performed a tabletop simulation questionnaire survey of earthquakes and ransomware attacks during a pandemic for several disaster teams with 152 respondents. The results of the survey evaluation of the earthquakes and ransomware attacks simulation survey show that the effect factors of cyberdisaster simulation decisions are 95% system capability (p < 0.05), 90% knowledge (p < 0.05), and 90% awareness of a disaster situation (p < 0.05); these factors show the effect of a disaster team’s decision during a tabletop simulation. The novelty of this research lies in building a model for how an organizational process determines the priority of a cyberdisaster tabletop simulation and the factors that contribute to increasing a disaster team’s awareness in dealing with cyberattacks.

Breastfeeding knowledge in university nursing students. A multicentre study in Spain

BACKGROUND

Exclusive breastfeeding is one of the main health and infant survival elements. To start and maintain breastfeeding, health professionals must receive culturally sensitive evidence-based breastfeeding training to offer future mothers the required information and support. While studying the nursing degree, acquiring the necessary knowledge and skills to successfully perform this work is essential.

OBJECTIVE

Study the level of nursing students' breastfeeding knowledge at three Spanish public universities; explore which variables are related to acquire this knowledge.

DESIGN

An observational, descriptive, cross-sectional multicentre study.

METHODS

Participants were the students registered for the 4 nursing degree years at the three participating universities (N = 1540). They were asked about their breastfeeding knowledge with the self-administered AprendeLact Questionnaire; breastfeeding-related socio-demographic variables were included.

RESULTS

The overall mean score of the 684 returned questionnaires was 4.659 (±2.377) out of 10. The year-4 students from the Castellón university obtained significantly higher mean scores and had been on practicals in maternity or neonatology units, belonged to breastfeeding associations and were artificially fed as infants. University belonged to, current academic year and placements in maternity or neonatology units were relevant factors for acquiring breastfeeding knowledge.

CONCLUSIONS

Syllabi based on progressive transversal learning, and participating in real maternity-related health settings, could be facilitating strategies to acquire a suitable level of breastfeeding knowledge.