Rueckert-Hartman College for Health Professions
Doctor of Nursing Practice
Loretto Heights School of Nursing
Thesis - Open Access
Number of Pages
Nurses “play a vital role in preparing, educating, encouraging, and supporting women to breastfeed and are instrumental in facilitating initiation and continuation of breastfeeding” (AWHONN, 2015, p. 146). However, most nurses are not adequately prepared in their education to assist mothers with breastfeeding (USBC, 2010; USHHS, 2011). For this reason, an evidencebased practice (EBP) project in which an educational intervention (breastfeeding class) was completed. A pre-test/post-test format assessed the effect of a one hour breastfeeding class on nurses’ self-efficacy with breastfeeding. The purpose of the project was to increase breastfeeding self-efficacy and knowledge in nurses at VVMC and improve breastfeeding rates for the agency. The study’s objective was to improve patient outcomes by increasing nurses’ breastfeeding self-efficacy and knowledge. The project plan included: identifying the problem, performing a literature review, creating a formalized breastfeeding program, modifying an instrument for self-efficacy evaluation, giving the breastfeeding class, collecting and analyzing the data, and reporting the findings. Descriptive and inferential statistics were performed. Nurses’ average age was 40.58 years, and average years in nursing practice was 14.53 years. The mean score pre-test (76.0731) and post-test (90.3255) showed an improvement in nurses’ self-efficacy after the breastfeeding class with statistical significance (t = -14.251, p < .001, CI: - 293.428 - -219.676). Breastfeeding rates increased from a low of 63.88% before education to a high of 87.5% after education. The breastfeeding class improved the nurses’ breastfeeding selfefficacy scores and improved breastfeeding rates at VVMC.
Date of Award
© Sarah Washburn
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Washburn, Sarah, "Impact of Educational Intervention on Nurses’ Breastfeeding Self-Efficacy" (2016). All Regis University Theses. 724.