Abstract
Objective: Evaluate the effectiveness of graduate-level breastfeeding and lactation management education that includes didactive and active learning components on future RDNs’ knowledge, attitudes, and self-efficacy. Design: A pre-and post-test design, utilizing a 41-item pre-intervention survey, learning modules, and a 35-item post-intervention survey. Setting: Three U.S. public universities located in Texas, Louisiana, and Arkansas. Participants: Graduate-level dietetic internship students. Intervention: Four advanced education modules (2 didactive; 2 active learning) developed by Registered Dietitian Nutritionists. Main outcome measures: Gains in breastfeeding knowledge, attitudes, and self-efficacy to assist with breastfeeding education and problem-solving using validated and newly developed survey items. Analysis: Descriptive statistics, correlations, and t-tests were used to describe variables, associations, and evaluate changes following the intervention. Results: Participants (N = 57, 89% female, 79% white) academic exposure relied primarily on lectures (n = 49; 86%). Significant increases in breastfeeding knowledge (Z = -4.20, p = Z = -3.30, p = t-test demonstrated significant increases in all self-efficacy statements (Cohen’s d >.60). Conclusions and Implications: Breastfeeding and lactation management education integrating active learning activities successfully enhanced breastfeeding knowledge, attitudes, and self-efficacy among future RDNs, preparing them for breastfeeding promotion and support in practice.
DOI
10.26890/yqka5438
Recommended Citation
Douglas, Crystal C. and Camel, Simone
(2025)
"Integrated Advanced Education Supports Future Registered Dietitian Nutritionists’ Breastfeeding Self-Efficacy in Practice,"
Journal of Dietetic Education: Vol. 3:
Iss.
2, Article 4.
DOI: 10.26890/yqka5438
Available at:
https://ecommons.udayton.edu/jde/vol3/iss2/4