A qualitative study on the perspectives of prenatal breastfeeding educational classes in Ireland: Implications for
Jennifer Kehinde1, Claire O'Donnell1, Annmarie Grealish1,2
1Department of Nursing and Midwifery, Health Research Institute, University of Limerick, Limerick, Ireland.
Background:
Breastfeeding, acknowledged for its critical health benefits for both infants and mothers, remains markedly underutilized in Ireland, which reports the lowest breastfeeding rates in Europe. Recent data indicate that fewer than 60% of Irish mothers initiate breastfeeding at birth, with this rate precipitously declining in the subsequent weeks postpartum. Various sociocultural, psychological, and educational elements, such as prenatal breastfeeding education, influence this persistently low prevalence. This descriptive qualitative study explores the perspectives of mothers and healthcare professionals, specifically midwives and lactation consultants, on prenatal breastfeeding education classes in Ireland and how they influence mothers' breastfeeding decisions.
Methods:
A qualitative descriptive methodology was employed, utilizing online semi-structured interviews with midwives, lactation consultants (n = 10), and postnatal mothers (n = 20) from four tertiary hospitals in the Republic of Ireland. The data were subjected to reflexive thematic analysis, adhering to the six-step process of thematic analysis, to extrapolate and analyse the interview transcriptions. NVivo software was used to facilitate this analysis, given its robust capabilities in organizing, coding, and retrieving qualitative data efficiently. Four criteria for qualitative research were also used to enhance analytical rigor.
Results:
Prenatal breastfeeding education in Ireland often presents breastfeeding in an idealized way, resulting in a gap between mothers' expectations and their actual experiences. Participants needed practical content that included realistic scenarios and breastfeeding benefits. Additionally, findings indicate a desire for a more interactive and personalized educational model to address expectant mothers' unique needs better. Limitations of the virtual class format were also highlighted, with participants noting the potential for technology to improve engagement and personalization. The data further underscore the need for consistency and accuracy in breastfeeding education, with participants identifying standardized approaches and awareness of socio-cultural dynamics, including partner involvement, as essential elements in effective prenatal breastfeeding education.
Conclusion:
This study underscores the necessity for a more realistic, interactive, and standardized approach to prenatal breastfeeding education in Ireland. Current classes often set idealized expectations that may leave mothers feeling unprepared for breastfeeding's real-life challenges. Addressing these gaps by integrating practical scenarios, enhancing technological tools for virtual classes, and incorporating socio-cultural considerations could improve breastfeeding education and maternal outcomes. This qualitative descriptive study highlights a disconnect between educational objectives and mothers' actual experiences, advocating for a holistic approach that includes personalized, culturally sensitive support and comprehensive training for healthcare providers.
