One of the most important factors that affects breastfeeding self-efficacy and exclusivity is breastfeeding support provided by the family. The aim of this study was to determine the effect of breastfeeding education sessions for primiparous women, with and without the attendance of maternal grandmothers, on breastfeeding self-efficacy and infant feeding patterns. This quasi-experimental study was conducted on 64 primiparous women who referred to the Antenatal Clinic of Amiralmomenin Hospital, Tehran, Iran from June to December, 2018. Eligible pregnant women were allocated into two groups; either with and without grandmothers in attendance. Group assignments were determined according to the week the women had prenatal care at the hospital. All eligible women seen in the clinic during 1 week were assigned to one group and women who presented in the alternating week were assigned to the other group. In the education group with grandmothers in attendance, each woman participated in two prenatal education programs with her mother and one postpartum program approximately 3 h before discharge. In the other group, participating mothers attended breastfeeding education sessions without the grandmother’s attendance. The participating mothers answered questions from the Breastfeeding Self-Efficacy Scale-Short Form (BSES-SF) at the time of the hospital discharge, and 4 and 8 weeks after delivery. Questions about the infants’ feeding patterns were asked by telephone contact with the participating mothers from both groups at the same time periods. The mean BFSE scores were signficantly different between the groups with grandmothers and without grandmothers at the time of the hospital discharge (60.15 ± 4.47 vs. 56.84 ± 6.22, independent t-test; p = 0.017), and at 4 weeks (61.71 ± 2.66 vs. 56.62 ± 9.12, p = 0.004) and 8 weeks after delivery (63.68 ± 2.14 vs. 60.03 ± 6.32, p = 0.003). No significant difference existed in infant feeding patterns between the groups at the same time periods. This study suggests that breastfeeding education with grandmothers’ attendance is effective in improving the mothers’ breastfeeding self-efficacy. A family-centered program should be considered in beastfeeding education for increasing of exclusive breastfeeding.

中文翻译：

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祖母在场的母乳喂养教育对伊朗初产妇母乳喂养自我效能和婴儿喂养模式的影响：一项准实验性试验研究

影响母乳喂养自我效能和排他性的最重要因素之一是家庭提供的母乳喂养支持。本研究的目的是确定初产妇的母乳喂养教育课程对母乳喂养自我效能和婴儿喂养模式的影响，无论是否有外祖母在场。这项准实验研究是对 2018 年 6 月至 12 月在伊朗德黑兰 Amiralmomenin 医院产前诊所转诊的 64 名初产妇进行的。符合条件的孕妇被分为两组；无论有没有祖母在场。小组分配是根据妇女在医院接受产前检查的周数确定的。在 1 周内在诊所就诊的所有符合条件的女性被分配到一组，而在交替周内就诊的女性被分配到另一组。在祖母在场的教育组中，每位妇女在出院前约 3 小时与母亲一起参加了两项产前教育计划和一项产后计划。在另一组中，参与的母亲在祖母不在的情况下参加了母乳喂养教育课程。参与的母亲在出院时以及分娩后 4 周和 8 周时回答了母乳喂养自我效能感量表简表 (BSES-SF) 中的问题。同时通过电话联系两组参与者的母亲询问有关婴儿喂养方式的问题。出院时有祖母和没有祖母的组之间的平均 BFSE 得分显着不同（60.15 ± 4.47 vs. 56.84 ± 6.22，独立 t 检验；p = 0.017）和第 4 周（61.71 ± 2.66与 56.62 ± 9.12，p = 0.004）和分娩后 8 周（63.68 ± 2.14 与 60.03 ± 6.32，p = 0.003）。同一时期各组婴儿喂养方式无显着差异。本研究表明，在祖母陪同下进行母乳喂养教育可有效提高母亲的母乳喂养自我效能。在畜牧业教育中应考虑以家庭为中心的计划，以增加纯母乳喂养。独立 t 检验；p = 0.017），以及分娩后 4 周（61.71 ± 2.66 对 56.62 ± 9.12，p = 0.004）和分娩后 8 周（63.68 ± 2.14 对 60.03 ± 6.32，p = 0.003）。同一时期各组婴儿喂养方式无显着差异。本研究表明，在祖母陪同下进行母乳喂养教育可有效提高母亲的母乳喂养自我效能。在畜牧业教育中应考虑以家庭为中心的计划，以增加纯母乳喂养。独立 t 检验；p = 0.017），以及分娩后 4 周（61.71 ± 2.66 对 56.62 ± 9.12，p = 0.004）和分娩后 8 周（63.68 ± 2.14 对 60.03 ± 6.32，p = 0.003）。同一时期各组婴儿喂养方式无显着差异。本研究表明，在祖母陪同下进行母乳喂养教育可有效提高母亲的母乳喂养自我效能。在畜牧业教育中应考虑以家庭为中心的计划，以增加纯母乳喂养。本研究表明，在祖母陪同下进行母乳喂养教育可有效提高母亲的母乳喂养自我效能。在畜牧业教育中应考虑以家庭为中心的计划，以增加纯母乳喂养。本研究表明，在祖母陪同下进行母乳喂养教育可有效提高母亲的母乳喂养自我效能。在畜牧业教育中应考虑以家庭为中心的计划，以增加纯母乳喂养。