E¡ective educational programs for improving
maternal/newborn nurses’ breastfeeding knowledge, attitudes, and supportive behaviors are
needed to ensure accurate and consistent delivery
of breastfeeding information and technical support
to all mothers. Developing such a program is not an
easy feat, however, as the program needs to be
cost-e¡ective, recognize di¡erences in learning
styles, and include strategies for e¡ecting positive
changes in practice. In the current study, the selfpaced, peer-led learning module was e¡ective in
improving the sampled nurses’ breastfeeding
knowledge, attitudes, beliefs, and intentions toward
providing support to new breastfeeding mothers. It
is possible that this type of educational program
may provide a less intimidating atmosphere for
learning and promote retention of breastfeeding
facts. Not having to sit in a classroom and remain
attentive throughout a lengthy session, but rather
studying the materials when it is convenient for the
learner is likely to be a more favorable format. In addition, the peer leadership that is inherent to this
program may provide the role modeling of positive
breastfeeding attitudes and supportive behaviors
(subjective norms) that will, according to the TRA,
directly in£uence the nurses’ intentions to provide
accurate and helpful breastfeeding support to their
patients.
E¡ective educational programs for improvingmaternal/newborn nurses’ breastfeeding knowledge, attitudes, and supportive behaviors areneeded to ensure accurate and consistent deliveryof breastfeeding information and technical supportto all mothers. Developing such a program is not aneasy feat, however, as the program needs to becost-e¡ective, recognize di¡erences in learningstyles, and include strategies for e¡ecting positivechanges in practice. In the current study, the selfpaced, peer-led learning module was e¡ective inimproving the sampled nurses’ breastfeedingknowledge, attitudes, beliefs, and intentions towardproviding support to new breastfeeding mothers. Itis possible that this type of educational programmay provide a less intimidating atmosphere forlearning and promote retention of breastfeedingfacts. Not having to sit in a classroom and remainattentive throughout a lengthy session, but ratherstudying the materials when it is convenient for thelearner is likely to be a more favorable format. In addition, the peer leadership that is inherent to thisprogram may provide the role modeling of positivebreastfeeding attitudes and supportive behaviors(subjective norms) that will, according to the TRA,directly in£uence the nurses’ intentions to provideaccurate and helpful breastfeeding support to theirpatients.
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