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The purpose of this study was to determine if teaching low income prenatal women about infant feeding cues instead or in addition to the standard WIC education about the benefits of breastfeeding would serve to increase breastfeeding duration. One hundred ninety seven prenatal women who qualified for the federal Women Infants and Children Special Supplemental Feeding Program were divided into an experimental (E, n=51) or a control (C, n=139) group. The C group was given the WIC standard education of the benefits of breastfeeding by a nutritionist or nurse (CPA), the E group was given information about hunger cues that an infant exhibits by a lactation consultant during their WIC nutrition appointments. Data were analyzed by means of survival analyses, Kaplan Meier and Cox Regression. Data for 52 weeks indicate no statistically significant difference between the groups (chi square= 1.548, df=l, p=0.213). However data for 26 weeks indicated a stronger probability of continuing breastfeeding. Breastfeeding duration for C and E groups was 14.3±17.4 weeks and 18.5±17.1 weeks respectively (chi square=2.907,df=l,p=0.088), representing a 28% better duration. Findings suggest that prenatal women need information about infant behavior to help determine if they are adequately feeding their babies in order to maintain breastfeeding for longer duration. / Department of Family and Consumer Sciences

This study examined the relationship between active support of the breastfeeding mother and breastfeeding rates in the WIC population. The study consisted of two groups, a control group and an intervention group. Participants in the experimental group received scheduled contacts from a lactation educator in the form of home visitations, telephone calls, and written communication, while the control group participants were encouraged to seek breastfeeding support as needed. Demographic measures, duration of breastfeeding, number of breastfeeding support contacts, and formula supplementation were recorded for all subjects. Women in the experimental group received significantly more breastfeeding support contacts than those in the control group; however, breastfeeding duration was similar among women in both groups. Women who requested six or more cans of powdered formula breastfed for a significantly shorter time than those who requested lesser amounts of formula. These results suggest postpartum breastfeeding support, in isolation, may be inadequate to encourage sustained breastfeeding. / Department of Family and Consumer Sciences

M.Cur. / Knowledge brings with it power, confidence and courage. It is therefore important to prepare for childbirth not only physically, but also emotionally and psychologically. This research tells the story of the childbirth and breastfeeding experiences of the primigravidae who attended childbirth education classes. The objectives of the research were to: • explore and describe how childbirth education contributed to the birthing and breastfeeding experiences of the primigravidae; • write guidelines for the childbirth educators to aid them in improving the childbirth education contents. The research utilised a qualitative, descriptive, exploratory and contextual design (Mouton, 1996:102). In depth, semi-structured phenomenological interviews were held with women meeting the sampling criteria. Permission was obtained from the University of Johannesburg and informed consent was obtained from the women volunteering to participate in the research. Trustworthiness was maintained by using strategies of credibility, applicability, dependability and confinnability, as described by Lincoln and Guba (1985:289-331). Recorded interviews were transcribed and analysed using the technique by Tesch (in Creswell, 1994:155-156). The services of an independent coder were utilised and a consensus discussion was held. The results showed that childbirth education and support reduces fear and help women to cope better with labour. Lack of all the information leads to unrealistic expectations and may result in negative birthing experiences. Emotional support from the midwife in the hospital is important to the labouring women; therefore, it is important for the childbirth educator to work together with the midwives in the hospital in order to avoid disappointment and unmet expectations. Conclusions were drawn and recommendations made concerning nursing practice, nursing education and nursing research. Guidelines for the childbirth educators were described to assist them in improving the childbirth education contents.