Thesis--Wisconsin. / Includes bibliographical references (leaves 90-91).

Thesis (M.P.H.)--University of Wisconsin -- La Crosse, 2009. / Includes bibliographical references (leaves 55-60)

In the UK, only 1% of babies are exclusively breastfed to six months: this is one of the lowest breastfeeding rates in the developed world. In response, trials have been set up to financially incentivize mothers to breastfeed for longer. However, we also know that 80% of women who stop breastfeeding in the first 1-2 weeks wanted to continue for longer: they are already incentivized to keep going. This project asks: what if health services invested in promoting breastfeeding more at the start, giving mothers the knowledge, support, and tools they need to continue, instead of incentivizing women at the end? The research methodology started with academic, expert and user research both qualitatively and quantitatively to gain insight and establish the design opportunity. The design direction was developed iteratively with sketches and prototypes, and continued user testing to reach the design solution.   The result of the project is a new service called best start, which addresses the issues mothers face throughout breastfeeding. The service helps to prepare and educate mothers during pregnancy, assists them through the crucial first weeks of breastfeeding, and supports them to the six-month milestone and beyond. Emphasis is placed on involving and educating the mother’s immediate family support network, and building her local peer support. The best start kit gives every mother the essentials to get started, and provides tangible tools to explain the key educational concepts to boost her knowledge to continue breastfeeding confidently.

Thesis (M.S.)--University of Wisconsin-Madison, 1993. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 54-58).

Thesis (Ph. D.)--Georgia State University, 2009. / Title from title page (Digital Archive@GSU, viewed July 20, 2010) Wendy Simonds, committee chair; Dawn Baunach, Denise Donnelly, committee members. Includes bibliographical references (p. 146-147).

Thesis (Ph. D.)--Virginia Commonwealth University, 2006. / Prepared for: Dept. of Biomedical Engineering. Bibliography: leaves 288-292. Also available online via the Internet.

Preterm infants are born after 20 weeks' gestation but before the completion of 3-7 weeks' gestation. Because of cardiopulmonary, gastrointestinal, and neuromuscular immaturity, preterm infants are at high risk for respiratory complications during bottle feedings. The purpose of this integrated review of literature was to compile evidence based nursing interventions to decrease respiratory distress during bottle feedings. Research findings were obtained through searches conducted in the CINAHL, Health Source, and MEDLINE databases. Results indicated that assessment of feeding readiness prior to the initiation of bottle-feeding was either lacking or inconsistent among neonatal units. Many hospitals lack protocols, failing to provide specific guidelines for the initiation of bottle-feeding with preterm infants. Feeding techniques such as external pacing, how the bottle was held, and oral support were statistically significant in positively influencing successful bottle-feeding. Because feeding criteria is limited and inconsistent, the risk of overlooking factors necessary for clinical decision-making to prevent respiratory distress is increased. Further research addressing the management of preterm infants during bottle feedings is needed to clarify which interventions are the most effective in preventing respiratory distress while promoting adequate nutritional intake.

Thesis (M.S.)--University of Michigan, 1978.

Thesis (M.S.)--University of Michigan, 1978.

Typescript (photocopy). / Digitized by Kansas Correctional Industries