RESUMO
Exclusive breastfeeding (EBF) is a cost-effective healthy behavior for the mother-child dyad. Globally, rates of EBF are low. Little research has been conducted on the joint role of modifiable and nonmodifiable variables in pregnant women's decision-making. The aim was to develop and test a model that used personal and sociodemographic factors to predict whether pregnant women who use public healthcare services plan to breastfeed. In a nonprobabilistic sample of 728 pregnant Mexican women, self-efficacy, the planned behavior theory constructs, and the intention to breastfeed (BFI) were measured. A total 60% of the sample was randomly chosen to develop a predictive multivariate logistic regression model. The model was validated in the remaining 40%. Women in the highest tertiles of attitudes and self-efficacy had fourfold increased chances of having a high BFI (OR 4.2, 95% CI [2.4, 7.4]). Working was associated with a decreased intention to exclusively breastfeed (OR 0.61, 95% CI [0.37, 0.98]). The model predicted BFI with a sensitivity of 38.3% and specificity of 82.2%. While personal variables predict the BFI, working decreases women's chances of breastfeeding. The results can be utilized to develop primary prevention strategies to help mothers who use public health services to breastfeed.
RESUMO
BACKGROUND: The predicted changes in demographics are forcing health care professionals to recognize they must become not only more culturally sensitive, but also culturally competent. PURPOSE: The purpose of this descriptive, correlational study was to describe the level of cultural competence of faculty teaching BSN pre-licensure programs, and faculty personal (age, gender, race/ethnicity, ability to speak another language) and professional characteristics (years in nursing education, highest degree earned, certification, continuing education in cultural competency, and nursing specialty areas) predictive of cultural competency, and the relationship between cultural competency and transcultural teaching behaviors. METHOD: Campinha-Bacote's (1999) model of cultural competence theoretical framework guided the study. The Cultural Diversity Questionnaire for Nurse Educator-Revised Scale measured a sample of 152 (n = 152) faculty cultural competence and transcultural teaching behaviors. RESULTS: CSU System faculty were moderately culturally competent. The overall regression model with faculty personal predictors were statistically significant F(4, 145) = 2.98, p = .02, and variables accounted for 7.6% of the variance in cultural competency (R2 = 0.076). The overall regression model with faculty professional predictors were statistically significant F(9, 139) = 3.62, p < .001, and variables accounted for 19% of the variance in cultural competency (R2 = 0.190). Major findings revealed four aspects of cultural competence predictive of transcultural teaching behaviors. The overall regression model was statistically significant F(5, 146) = 182.71, p < .001, and variables accounted for 86.2% of the variance in transcultural teaching behaviors (R2 = 0.862). CONCLUSION: The personal characteristic ability to speak another language was predictive of cultural competence. Professional characteristics nursing specialty area of mental health, and continuing education in cultural competency were predictive of cultural competence. The four aspects of cultural competence awareness, knowledge, skills, desire are predictive of transcultural teaching behaviors.