基于建构主义理论的立体化平台在母乳喂养健康教育中的应用
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摘要
目的探讨基于建构主义理论的立体化平台在初产妇母乳喂养健康教育中的应用效果。方法将76例初孕妇随机分为实验组(36例)和对照组(40例)。对照组给予常规母乳喂养健康教育;观察组在此基础上加以母乳喂养立体化平台干预,即按照建构主义原理将立体化平台教学内容设计为母乳喂养讲堂、哺乳知识问答、支架式母乳技能操作演示、抛锚式母乳喂养案例分析、随机进入式在线互动答疑五大模块,依托微信公众平台、雨课堂App和微信群推送健康教育内容及组织互动。比较两组孕产妇干预前后母乳喂养知识、自我效能、6个月纯母乳喂养率及婴儿6个月身高、体质量的增长情况。结果观察组干预后2个月、产后住院期间母乳喂养知识、自我效能及6个月纯母乳喂养率显著高于对照组(均P<0.01)。结论基于建构主义的母乳喂养立体化平台能有效提高孕产妇母乳喂养的知识,坚定母乳喂养信念,强化母乳喂养行为,促进母婴健康。
Objective To explore the effects of constructivism learning theory-based,multiple net work platform-assisted breastfeeding education to primiparas. Methods Seventy-six primiparas were randomized into an experimental group of 36 and a control group of 40. The control group was given traditional breastfeeding education, while the experimental group additionally received constructivism learning theory-based,multiple net work platform-assisted breastfeeding education, in which the teaching contents were designed based on the constructivism learning theory including such five modules as breastfeeding lecture, questions and answers regarding breastfeeding knowledge, ′scaffolding′ breastfeeding skills demonstration, ′anchored′ breastfeeding case analysis, and random access to online communication. The education was provided through WeChat platform, ′rain class′ App and WeChat group chatting and interaction was organized. Breastfeeding knowledge, self-efficacy, 6-month exclusive breastfeeding rate and infants′ height and weight at the 6 months were compared between the two groups. Results The experimental group had higher breastfeeding knowledge and self-efficacy after 2 months of intervention and during postpartum hospitalization, as well as higher 6-month exclusive breastfeeding rate compared with the control group(P<0.01 for all). Conclusion Implementing constructivism learning theory-based,multiple network platform-assisted breastfeeding education to primiparas can effectively enhance their breastfeeding knowledge and beliefs, strengthen their breastfeeding behavior, thus to promote mothers′ and children′s health.
Objective To explore the effects of constructivism learning theory-based,multiple net work platform-assisted breastfeeding education to primiparas. Methods Seventy-six primiparas were randomized into an experimental group of 36 and a control group of 40. The control group was given traditional breastfeeding education, while the experimental group additionally received constructivism learning theory-based,multiple net work platform-assisted breastfeeding education, in which the teaching contents were designed based on the constructivism learning theory including such five modules as breastfeeding lecture, questions and answers regarding breastfeeding knowledge, ′scaffolding′ breastfeeding skills demonstration, ′anchored′ breastfeeding case analysis, and random access to online communication. The education was provided through WeChat platform, ′rain class′ App and WeChat group chatting and interaction was organized. Breastfeeding knowledge, self-efficacy, 6-month exclusive breastfeeding rate and infants′ height and weight at the 6 months were compared between the two groups. Results The experimental group had higher breastfeeding knowledge and self-efficacy after 2 months of intervention and during postpartum hospitalization, as well as higher 6-month exclusive breastfeeding rate compared with the control group(P<0.01 for all). Conclusion Implementing constructivism learning theory-based,multiple network platform-assisted breastfeeding education to primiparas can effectively enhance their breastfeeding knowledge and beliefs, strengthen their breastfeeding behavior, thus to promote mothers′ and children′s health.
引文
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[19] Dégrange M,Delebarre M,Turck D,et al.Is self-confidence a factor for successful breastfeeding?[J].Arch Pediatr,2015,22(7):708-717.
[2] 汪之顼,盛晓阳,苏宜香.《中国0～2岁婴幼儿喂养指南》及解读[J].营养学报,2016,38(2):105-109.
[3] 吴金华,邵布勒,黄满仙,等.2002-2015年舟山市母乳喂养情况及其影响因素[J].中华疾病控制杂志,2018,22(5):485-489.
[4] 张良芬,冯爽,闻芳.北京市海淀区海淀街道6个月内婴儿母乳喂养现状及影响因素研究[J].中国儿童保健杂志,2016,24(10):1081-1083.
[5] 吴缃琦,孙晓勉,何珊茹.6个月内婴儿纯母乳喂养现状及影响因素分析[J].中国儿童保健杂志,2017,25(1):90-93.
[6] 杨舒馨薏,洪倩,孙幸幸,等.安徽省母乳喂养现状及其影响因素分析[J].中国儿童保健杂志,2017,25(11):1152-1155.
[7] 邬俏璇,杨丽英,张瑜君,等.既往母乳喂养失败孕产妇喂养门诊就诊体验的质性研究[J].护理学杂志,2017,32(18):42-45.
[8] 李鹏,李镇麟,易淑明,等.基于雨课堂的全程混合式教学在外科护理教学中的应用[J].护理学杂志,2018,33(16):72-74.
[9] Duane B T,Satre M E.Utilizing constructivism learning theory in collaborative testing as a creative strategy to promote essential nursing skills[J].Nurse Educ Today,2014,34(1):31-34.
[10] 李小芒,戴小红.建构主义理论结合网络辅助系统在《内科护理学》实验教学中的应用[J].护理研究,2016,2016,30(3):975-977.
[11] 戴晓娜,Cindy-Lee,Dennis,等.母乳喂养自信心量表在护理实践中的应用[J].中华护理杂志,2004,39(6):10-12.
[12] 徐志平,夏立平,周滋霞.基于建构主义理论的一年级护生见习模式实践[J].护理学杂志,2016,31(12):90-96.
[13] 周群,彭正禄,李颖馨,等.支架式教学模式在传染病护理学教学中的应用[J].护理研究,2017,31(19):2405-2407.
[14] 王轶,王志稳,吴雪,等.抛锚式教学法在本科生《护理研究》教学中的应用效果[J].中国护理管理,2016,16(6):800-804.
[15] 李丽,牛志民.随机进入教学在《医学心理学》课程中的应用[J].中国继续医学教育,2016,29(8):18-20.
[16] 韩瑛婷,谭梅芳.基于自我效能理论的伴侣参与式护理干预对母乳喂养的影响[J].护理学杂志,2018,33(10):27-30.
[17] Parker L A,Sullivan S,Krueger C,et al.Strategies to increase milk volume in mothers of VLBW infants[J].MCN Am J Matern Child Nurs,2013,38(6):385-390.
[18] 王红玫,黄晓曦,陈壮威,等.哺乳期急性乳腺炎形成的相关因素分析[J].福建医科大学学报,2016,50(6):423-427.
[19] Dégrange M,Delebarre M,Turck D,et al.Is self-confidence a factor for successful breastfeeding?[J].Arch Pediatr,2015,22(7):708-717.
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