Why Women Stop Breastfeeding and How to Counter This - Essay Example

? Teaching Plan Review TEACHING PLAN REVIEW Breast Feeding Why women stop breastfeeding and how to counter this Women stop breastfeeding because of the rough start they get, including sore nipples and childbirth exhaustion (Dykes, 1997: p346). This can be countered by getting support through lactation consultants or friends with experience in breastfeeding. Women also quit breastfeeding due to worries that the infant is not satisfied, especially since breastfed babies always seem to ask for the breast as the milk is digested easily and leaves the stomach much faster (Daniel, 2008: p256). This can be countered by support and education to gain confidence and experience that the baby is getting enough. Women are also uncomfortable breastfeeding in public since the breast is sexualized in society. The solution to this is more difficult as it is ingrained in society and society needs to change its mindset (Britton, 1998: p315). Finally, women stop breastfeeding as they have to return to work; in essence, they do not find place and time of breastfeeding. The solution to this is getting support from insurance companies to buy breast pumps, education on the benefits of pumping milk, and allocation of spaces in the workplace whereby pumping and breastfeeding can take place. Why Breast Milk is Preferred for the Baby Breast milk has the correct balance of vitamins, proteins, fat, sugar, protein, and hormones for the baby’s development and growth. It also has antibodies that fight off infant infections, fatty acids that aid in the development of eyes, brain, and lowers incidences of SIDS (Bick, 1999: p314). The milk is also easier ion the digestive tract with less production of gas, its composition changes with time as the baby develops catering fro their needs at different stages, and it is always ready when the baby needs it. Finally, breast milk reduces chances of infection, asthma, diabetes in later life, and certain cancers (NICE guidelines, 2008: p1). Benefits of Breastfeeding to the Mother Breastfeeding aids the mother by reducing risks of ovarian, uterine, and breast cancer. Breastfeeding mothers reduce breast cancer risk by 25%, which increases according to the time a woman spends breastfeeding (Blincoe, 2005: p346). In addition, the decreased levels of oestrogen during breastfeeding means that breast tissue and the uterine wall are not stimulated as much, which lessens the ability of the tissues becoming cancerous. Breastfeeding also lessens the occurrence of osteoporosis and chances of hip fracture after they reach menopause. Breastfeeding also helps the woman to space her children since there is delayed ovulation, which is dependent on the nursing patterns of the mother. In addition, breastfeeding promotes the mother’s emotional health with studies indicating that it reduces post-partum anxiety compared to women who feed their babies on formula (Blincoe, 2005: p347). Finally, since the mother does not need to buy formula, warm bottles, or sterilize nipples, it saves on money and time. Preparing the Mother to Overcome Common Obstacles in Breastfeeding The mother should educate herself prior to the arrival of the baby through videos and books (Bowden & Manning, 2006: p33). In addition, online classes can be helpful to walk them through the body changes that take place during pregnancy, transitioning back to work, and the particular support that can be offered by grandfathers and fathers while the mother is breastfeeding (Datta, 2012: p163). The mother can also form a support system since breastfeeding requires dedication and time. This will help the mother in overcoming the obstacles discussed above, and the mother can breastfeed for a time longer than six months. The mother should prepare herself to breastfeed comfortably at home. Moreover, the mother should keep stock of; breastfeeding pillows for positioning and supporting the baby correctly, multiple burping clothes, nursing bras, lanolin ointment, and a rocking chair. The mother should also prepare herself to head back to work by liaising with the employer to provide break times for her to express milk for at least one year after she gives birth (Department of Health, 2011: p1). To conclude, the mother should keep stock of storage containers and pumps in the workplace. Theories of Teaching Gagne’s Events of Instruction The Knowles model involves 9 events that are used in the development of a regular course and instruction. The first step involves gaining the students’ attention in order for them to watch and listen as they are presented with learning content (Gagne et al, 2005: p45). The instructor can use YouTube videos, case studies, brainstorming, current events and news, and activities to break the ice. All these are meant to grab their attention and make them interested in the topic. The second step involves informing the students about the objectives of the session so that they can organize their thoughts on what they will see, do and hear. Aids for this stage include the curriculum paper and lecture slides. Thirdly, the instructor should stimulate the learners to recall prior experience, for them to build on previous skills and knowledge. This can be done through relating their previous information to the topic at hand (Gagne et al, 2005: p45). Fourthly, the instructor presents the content using multimedia, activities, readings, and lectures. Fifthly, the instructor provides learning guidance to the learners on how they should learn; for example, in guided activities (Gagne et al, 2005: p46). This reduces the incidence of frustration due to using incorrect facts and concepts that are poorly understood. This involves the use of rubrics, timelines, provision of expectations, and instructions. Next, the instructor elicits performance by allowing the learners to apply learned skills and knowledge. This can be done through allowing them to apply their knowledge in individual and group activities. Feedback should also be provided, on the learners’ individual tasks, to correct isolated problems by giving detailed feedback and showing areas for improvement. The eighth step involves an assessment of performance to allow learners discover areas not yet mastered (Gagne et al, 2005: p47). Finally, the instructor should also enhance retention of what has been learned and its transfer to real life situations. Retention can be increased through personalization of information. The Cognitive Approach Theory Lewin identified several principles such as the fact that instruction must be well organized for easier learning and memory (Gagne & Deci, 2005: p344). The instructions must also be well structured by having logical relationships between concepts and key ideas that join different parts of the curriculum. In addition, the tasks’ perceptual features are essential as the learner will selectively attend to various environmental aspects, and the manner in which the problems are displayed is fundamental to how it is understood by the learners. Prior knowledge is also essential, as things should fit with things that are already learnt. In addition, individual differences are essential, as they will affect how they receive information, particularly differences in styles of cognition (Gagne & Deci, 2005: p345). Finally, cognitive feedback informs learners on failure and success with regards to the tasks they are doing. Personal and Community Development Theory Paulo Freire has greatly influenced community health, community development, and education through his approach of linking issue identification to positive development and change of action, especially in adult education (Freire, 2004: p55). There is no neutrality in adult education, and individuals can engage either in the passive knowledge reception, or in problem posing where they participate actively. It is important in this approach for linkage between action and knowledge for it to change society at a local and extensive level. Freire sought to develop a method that aided adults to rediscover their dignity and worth, while awakening them to the realization that they are creators of culture. Various qualities required to develop this faculty in adult learners are problem posing. This is geared towards coming up with; critical awareness via learning that is experience based, analysis, implementation, and evaluation for the establishment of successes and failures that lead to action plans meant for improvement of individual actions (Freire, 2004: p56). Theories of Learning Transformative Dimensions of Learning The process of learning as defined by Mezirow is a process through which prior interpretation is used to construe revised or new interpretation of what an individual’s experience means to guide action in the future (Mezirow, 1991: p50). In addition, transformative learning happens after transformation of attitudes and beliefs or transformation of the entire perspective. It is a ten-step process, which possesses four components: action, reflective discourse, critical reflection, and experience. The learner will have an experience, critically reflect on it, examine their assumptions and beliefs, takes part in dialogue through examination of new ideas and thoughts from their reflection, gather the opinions of others, and taking action based on the new perspective and level of learning. Transformative learning occurs when the learner’s habits or points of view transform or change (Mezirow, 1991: p51). Knowles Model of Adult Learning (Andragogy) Knowles came up with six principles for the adult learning; adults are self-directed and internally motivated, adults bring knowledge and experience to their experience of learning, they are goal oriented, they are relevancy oriented, they are practical, and they like to be respected (Knowles, 1984: p62). These are the core adult learning principles. Adult learning, according to Knowles, should produce various outcomes. The adults need to get mature comprehension of themselves. They should develop attitudes of respect, love, and acceptance to one another, they should achieve an attitude of dynamism to life, they should react to behavioural causes rather than its symptoms, acquire skills for the achievement of personality potential, understand important human experience capital, and understand their community and have skills to effect social change (Knowles, 1984: p63). Brain based learning Laura Erlauer summarized various brain compatible fundamentals for adult instructors. Learning and memory have close ties to emotions with permanent learning possessing emotional components. The learning ability of some adult learners’ brains are affected by food, sleep, water, and oxygen, while the brain recalls information better if it is meaningful and linkable to earlier experience and knowledge (Erlauer, 2003: p24). An adult learner’s brain is also not meant for attentiveness over long periods sans physical and mental breaks, while permanency of knowledge and skills in the long-term memory takes repetition and memory. In addition, opportune learning period vary throughout the day and enrichment practices have the ability to heighten learning for every student. Finally, humans have social brains that learn effectively via collaboration with other adults (Erlauer, 2003: p25). Starbuck Re-unlearning Theory Starbuck’s longitudinal case studies involve a model for dealing with and preventing crises where unlearning is defined as becoming. Unlearning is a preventative measure that counteracts learning inertia because learners may be busy taking in old information because they have little time and few resources to learn new things, which may cause them to absorb information that has failed before because it conforms to their ideology (Starbuck et al, 2008: p48). Therefore, their belief in past success may lead them to accept flaws and variations through the introduction of conformity to behaviours that are dysfunctional. Starbuck advocated counter-intuitive experimentation and dissent through challenging the theory of continuous improvement. Therefore, where crises are learning events, they can also be the time to discover those beliefs that fail to explain events. Human flaws in this theory include autonomous behavioural program development with Starbuck disproving non-determiness and relativeness. He also acknowledges the distortions by the instructor in making sense and detection of stimuli, as they are active emitters and passive revivers (Starbuck et al, 2008: p49). Public Health Theories Tanhill’s Model of Health Promotion This model describes health promotion as three overlapping activity circles, which identify public health’s major functions. Health education is aimed at the enhancement of wellbeing and prevention of ill health, while there is increasing of knowledge and influencing of attitudes and beliefs by favoring healthy behavior (Tannahill et al, 1999: p44). Health protection involves laws and codes of practice that seek to prevent ill health undertaken at individual, community, legislative, and national level. Finally, prevention has to do with particular interventions seeking to avoid risk factors of disease and reducing disease processes with harmful consequences (Tannahill et al, 1999: p44). A stitch in time saves nine: Preventing and responding to the abuse and neglect of infants Public health interventions involve primary interventions prior to the occurrence of child maltreatment such as early child care and education, maternal and child health nurses, post and pre-natal health services, access to paternity leave and quality child care, and awareness about infant rights and needs (Jordan & Sketchley, 2009: p43). Secondary interventions involve immediate response to maltreatment of the child such as therapeutic services home visiting services, and support services for mothers. Finally, tertiary intervention reduces long-term consequences that come from maltreatment of the child such as out-of-home care. Child maltreatment prevention approaches include indicated, selected, and universal interventions. These indicated interventions are for persons with the experience of maltreatment of children. The selected interventions are for those people who are at increased risk of neglecting or abusing their children while universal interventions are for the entire public and do not involve regard for risk levels (Jordan & Sketchley, 2009: p44). Evaluation Theories Realistic Evaluation Realistic evaluation is an approach to the evaluation of social programs, which are especially relevant to complicated collaboration and interventions that are characteristic of health promotion (Tones & Green, 1999: p63). This approach is post-positive because it recognizes realities, which can be robustly investigated and utilized in the sharing of policy. The evaluation theory also views that the strict positivist approach is not sufficient in comprehending the programs’ constant changeability, as well as, the potential intrusion of new causal powers and new contexts. In realistic evaluation, the outcome is a result of context and mechanism. Mechanism is descriptive of the interventions that result in the occurrence of change and the key evaluation questions for the evaluator includes what works, for whom, in what respects, in what circumstances, and how (Tones & Green, 1999: p63). Theory of Change Approaches This approach involves the development of change theory following intervention that shows how specific interventions should work, as well as the underlying assumptions of the theory (Weiss, 1997: p518). They address questions on whether the intervention worked and to what extent it worked. This theory is developed based on information sources and stakeholder’s views. The theory of change is developed theory based evaluation, theory driven evaluation, and contribution analysis. Contribution analysis contends that where an evaluator is able to validate change theory using empirical evidence, while also accounting for major external factors that influence the change, it is reasonable for him/her to conclude a difference was made by the intervention (Weiss, 1997: p519). The change theory gives a basis for the evaluator to make an argument that there is a difference due to the intervention, while also coming up with flaws to their argument. This helps them to identify where they need to evidence to strengthen their claims. Causality is inferred from; whether there was an assessment of external factors, which could influence the interventions and showing they have minimal contribution, verifying the evidence through evidence, the intervention activities were implemented, and the intervention having its basis in reasoned change theory (Weiss, 1997: p519). Immediate and Proximal Impacts of the Session These impacts are expected to fall into two categories, including those that can be captured following the session and those that will be captured with follow up evaluations. Questionnaires will be offered to the participants with a view of discovering what they think about the session, things they learnt about it, and demographic questions. It will be possible to evaluate what participants think about the experience, through recording their behaviour. Following the session, it will be important to evaluate whether the participants will go to the internet sites that they are directed to, as well as whether they will share their experiences about the session their family and friends. Following the session, I will send pictures and brochures to keep track of whether they are going through the information given. Potential to keep in touch with the participants is possible in order to evaluate changes in their attitude, as well as what they gain from the session. Distal Impacts of the Session The long-term indicators of impact include an increased number of women breastfeeding their babies after the session, including the number of women who actually end up breastfeeding again after stopping, women who increase the frequency of breastfeeding, and mothers who continue breastfeeding their children. Another long-term indicator involves the number of women whose interest in breastfeeding is enhanced following the session. They may look for more information, join related support groups, and share their interests with them. This could be measured by looking at whether participant interest and understanding of breastfeeding improved. Immediate and Proximal Outcomes of the Session These will include whether the participants received the session intervention services, as well as other support services for breastfeeding available. The evaluation will also seek to learn whether their knowledge of breastfeeding increased and whether they had learnt about the techniques of breastfeeding. One issue that will be involved in immediate and proximal outcome evaluation will be whether they feel that they are able to overcome breastfeeding barriers. Other issues are; the change in perceptions of breastfeeding such as mothers’ beliefs about the benefits of breastfeeding their infants, disfigurement from breastfeeding, cultural acceptability, requirement for dietary restrictions, and the mothers’ ability to go back to work. Social support against discouragement from peers, relatives, and male partners will also be evaluated as a proximal impact of the session. Finally, their access to professional services after the session will form part of the evaluation. Distal outcomes of the Session Distal outcome analysis will involve the estimation of four outcomes. It will seek to find out whether the session increases the rates of breastfeeding initiation, whether the session will lead to increased duration of breastfeeding, whether the mothers increased their breastfeeding intensity, and whether the session increased the number of mothers who breastfeed their infants on demand. The breastfeeding intervention session will be meant to increase every one of these dimensions with regards to breastfeeding through the provision of social support for those participating in the session, improving what they know concerning benefits of breastfeeding, and the improvement of techniques and solutions of breastfeeding. References Bick, D., 1999. The benefits of breastfeeding for the infant, British Journal of Midwifery: 7 (5), 312-319. Blincoe, A. J., 2005. The health benefits of breastfeeding for mothers. British Journal of Midwifery, 13 (6), 344-349. Bowden, J. & Manning, V.eds., 2006. Health promotion and midwifery: principles and practice. London: Hodder and Arnold Britton, C., 1998. The influence of ante-natal information on breastfeeding experiences: British Journal of Midwifery. 6 (5), 312-319. Daniel, L., 2008. Breastfeeding Challenges, British Journal of Midwifery: 16 (4), 256 Datta, J., 2012. The role of fathers in breastfeeding: Decision-making and support. British Journal of Midwifery, 20 (3), 159-167. Department of Health., 2011. Preparation for birth and beyond: a resource pack for leaders of community groups and activities. Available: https://www.gov.uk/prod consum dh/groups/dh digital-assets/@dh/@en/documents/digital-asset/dh 110371.pdf. Last accessed 28 October 2013. Dykes, F., 1997. Return to breastfeeding: a global health priority. British Journal of Midwifery: 5 (6), 344-349. Erlauer, L., 2003. The Brain-Compatible Classroom: Using What We Know about Learning To Improve Teaching. Association for Supervision and Curriculum Development, 1703 North Beauregard Street, Alexandria Freire, P., 2004. Pedagogy of the oppressed: New York, Continuum. Gagne, M. & Deci, E. L., 2005. Self-determination theory and work motivation. Journal of Organizational Behavior , 26 (4), 331–362. Gagne, R. M., Wager, W. W., Golas, K. C., Keller, J. M. & Russell, J. D., 2005. Principles of instructional design. Performance Improvement , 44 (2), 44–46. Jordan, B. & Sketchley, R., 2009. A stitch in time saves nine: preventing and responding to the abuse and neglect of infants. Melbourne, Vic., Australian Institute of Family Studies Knowles, M. S., 1984. Andragogy in action, San Francisco, Jossey-Bass Mezirow, J., 1991. Transformative dimensions of adult learning. San Francisco, Jossey-Bass NICE guidelines., 2008. Antenatal care, Routine care for the healthy pregnant woman. (Online), Available from: http://www.nice.org.uk/nicemedia/pdf/CG62NICEguideline.pdf (accessed October 2013). Starbuck, W.H., Holloway, S., Whalen, P.S. & Tilleman, S. G., 2008. Organizational learning and knowledge management. Cheltenham, Glos, UK: Edward Elgar Pub. Tannahill, A., Tannahill, C. & Downie, R.S., 1999. Health promotion: models and values. Oxford [u.a.], Oxford University Press Tones, K. & Green, J., 1999. Planning and strategies for promoting health. United States: Sage Publications. Weiss, C. H., 1997. How Can Theory-Based Evaluation Make Greater Headway? Evaluation Review , 21 (4), 501-524 . Read More