翻轉教室模式對產後哺餵母乳之成效-前驅性研究

A Pilot Study on the Effectiveness of the Flipped Classroom Model in Postpartum Breastfeeding

目的：母乳哺育對初產婦而言是項重要的母性工作之一，也是產科護理人員重要的衛教項目，發展以產婦為中心的哺乳教育方式是必要的。本研究目的為探討以翻轉教室模式衛教產婦，哺餵母乳之成效與傳統方式衛教之差異。方法：採類實驗性研究設計，參與者分成實驗組及對照組，實驗組以翻轉教室模式衛教，對照組接受傳統的產後照護與衛教。收案時間為2015年9月1日至11月30日，於產婦產後住院期間填寫問卷，共收案實驗組33人，對照組15人。結果：本研究結果翻轉教室模式衛教與傳統方式衛教對哺餵母乳自我效能無顯著差異（F=1.40, p=0.254）；哺餵母乳滿意度之生活型態/身體心像達顯著差異（F=3.82, p=0.015）；哺餵母乳知識、態度、行為方面，只有認知達顯著差異（t=3.136, p=0.004）。結論：以翻轉教室模式衛教產婦哺餵母乳可增加哺乳認知。建議醫院可好好經營網路教學，讓產婦受惠。 Purposes Breastfeeding is one of the most important maternal jobs for primigravida women and is also an important health education program for obstetric nurses. A puerperal women-centered teaching method for breastfeeding is needed. The purpose of this study was to investigate the difference in breastfeeding effectiveness between the flipped classroom model and the traditional methods of health education for primigravida women. Methods A quasi-experimental study design was used, and participants were divided into an experimental group and a control group. The experimental group received flipped learning, whereas the control group received conventional postnatal care and health education. Thirty-three postpartum women in the experimental group and 15 women in the control group completed questionnaires from September 1 to November 30, 2015. Results No significant differences were found between the flipped classroom model of health education and the conventional health education on breastfeeding self-efficacy (F=1.40, p=0.254). However, significant differences were observed in breastfeeding satisfaction for lifestyle/body image (F=3.82, p=0.015). Among breastfeeding knowledge, attitudes, and behavior, only breastfeeding knowledge exhibited significant differences (t=3.136, p=0.004). Conclusions The flipped classroom model of health education can increase breastfeeding awareness in puerperal women. We recommend that hospitals maintain good Internet teaching and benefit puerperal women.

Purposes Breastfeeding is one of the most important maternal jobs for primigravida women and is also an important health education program for obstetric nurses. A puerperal women-centered teaching method for breastfeeding is needed. The purpose of this study was to investigate the difference in breastfeeding effectiveness between the flipped classroom model and the traditional methods of health education for primigravida women. Methods A quasi-experimental study design was used, and participants were divided into an experimental group and a control group. The experimental group received flipped learning, whereas the control group received conventional postnatal care and health education. Thirty-three postpartum women in the experimental group and 15 women in the control group completed questionnaires from September 1 to November 30, 2015. Results No significant differences were found between the flipped classroom model of health education and the conventional health education on breastfeeding self-efficacy (F=1.40, p=0.254). However, significant differences were observed in breastfeeding satisfaction for lifestyle/body image (F=3.82, p=0.015). Among breastfeeding knowledge, attitudes, and behavior, only breastfeeding knowledge exhibited significant differences (t=3.136, p=0.004). Conclusions The flipped classroom model of health education can increase breastfeeding awareness in puerperal women. We recommend that hospitals maintain good Internet teaching and benefit puerperal women.