In-hospital breastfeeding and predictive factors during the SARS-CoV-2 pandemic: A retrospective cohort study - Aleitamento materno hospitalar e fatores preditores durante a pandemia pelo SARS-CoV-2: Coorte retrospectiva.

PURPOSE: To analyze breastfeeding and the factors that positively influence the first hour of life, during hospitalization, and at discharge during the SARS-CoV-2 pandemic. DESIGN AND METHOD: This is a retrospective cohort study, with data collected from medical records. Consisting of 225 mother-newborn dyads with deliveries between 2020 and 2021. Breastfeeding in the first hour of life, during hospitalization, and at discharge was considered as the outcome variable. The independent variables were sociodemographic, obstetric, and neonatal data. The analysis was performed with bivariate and multivariate regression through a generalized linear model (Poisson family), with a 5% significance level. It was approved by the Institutional Review Board (IRB), under approval number 4,911,317. RESULT: Newborns of women without COVID-19 suspicion or diagnosis and who had skin-to-skin contact with their mother at birth are twice as likely to be breastfed in the first hour of life. Absence of complications in the newborn during hospitalization and no COVID-19 suspicion or diagnosis double the exclusive breastfeeding rate during hospitalization. Newborns exclusively breastfed during hospitalization present 1.6 times more chances of being exclusively breastfeeding at hospital discharge. CONCLUSION: It was evidence that women who gave birth without COVID-19 suspicion, and newborns who had skin-to-skin contact with their mother at birth represented a predictive factor for favoring exclusive breastfeeding. PRACTICE IMPLICATIONS: This research contributes to the innovation of evaluating breastfeeding in the newborn's first hour of life, during hospitalization, and at discharge in a pandemic context.

Influence of simulation design on stress, anxiety and self-confidence of nursing students: Systematic review with meta-analysis.

AIM: To evaluate the simulation design characteristics that may influence the stress, anxiety and self-confidence of undergraduate nursing students during learning. DESIGN: Systematic review with meta-analysis. DATA SOURCES: Searchers were conducted in October 2020 and updated in August 2022 in the databases CENTRAL, CINAHL, Embase®, ERIC, LILACS, MEDLINE, PsycINFO®, Scopus and Web of Science, PQDT Open (ProQuest), BDTD, Google Scholar and specific journals on simulation. REVIEW METHODS: This review was conducted according to the recommendations of Cochrane Handbook for Systematic Reviews and reported according to the PRISMA Statement. Experimental and quasi-experimental studies that compared the effect of simulation on stress, anxiety and self-confidence of nursing students were included. The selection of studies and data extraction was performed independently by two reviewers. Simulation information was collected as prebriefing, scenario, debriefing, duration, modality, fidelity and simulator. Data summarization was performed by qualitative synthesis and meta-analytical methods. RESULTS: Eighty studies were included in the review, and most reported in detail the structure of the simulation, contemplating prebriefing, scenario, debriefing and the duration of each step. In subgroup meta-analysis, the presence of prebriefing, duration of more than 60 min and high-fidelity simulations helped reduce anxiety, while the presence of prebriefing and debriefing, duration, immersive clinical simulation modalities and procedure simulation, high-fidelity simulations and use of mannequins, standardised patients and virtual simulators, contributed to greater students' self-confidence. CONCLUSIONS: Different modulations of simulation design components imply reduction of anxiety and increased self-confidence in nursing students, especially highlighting the quality of the methodological report of simulation interventions. RELEVANCE TO CLINICAL PRACTICE: These findings help to support the need of more rigorous methodology in simulation designs and research methods. Consequently, impact on the education of qualified professionals prepared to work in clinical practice. No Patient or Public Contribution.

As dificuldades na amamentação de recém-nascidos: análise quanto à via de parto / Difficulties in newborn breastfeeding: analysis regarding the delivery route

A amamentação é uma prática recomendada pela Organização Mundial de Saúde devido aos seus inúmeros benefícios para mãe e recém-nascido, porém seu estabelecimento e manutenção vêm sendo um grande desafio nos dias atuais. Objetivo: Identificar comportamentos indicativos de dificuldades maternas e neonatais relacionadas à amamentação considerando a via de parto. Casuística e Métodos: A amostra foi composta por 240 binômios mãe-bebê, por amostragem aleatória simples e os dados obtidos através da aplicação do instrumento de observação e avaliação da mamada, proposto pelo Fundo das Nações Unidas para Infância (Unicef), com realização de entrevista semiestruturada e coleta de dados complementares por análise documental de prontuários. Estes foram analisados pelo programa SPSS versão 3.5 por meio do teste X2, exato de Fisher e aplicada a correção de Yates quando cabível, sendo os resultados estatisticamente significativos quando p<0,05. Resultados: Constatou-se no estudo uma elevada prevalência de participantes com comportamentos indicativos de dificuldades, sendo "posição" e "sucção" os mais prevalentes. Foram encontradas, ainda, significativas associações entre parto normal e comportamentos favoráveis à amamentação relacionados ao aspecto "resposta", assim como entre cesárea e comportamentos favoráveis relacionados à "posição". Conclusão: Foi possível identificar comportamentos sugestivos de dificuldades durante a amamentação, auxiliando a população, oportunizando reflexões e fornecendo subsídios para profissionais da saúde no incentivo e promoção do aleitamento materno

Breastfeeding is a practice recommended by the World Health Organization due to its numerous benefits for mother and newborn, but its establishment and maintenance have been a major challenge nowadays. Objective: To identify behaviors that indicate maternal and neonatal difficulties related to breastfeeding, considering the mode of delivery. Casuistry and Methods: The sample consisted of 240 mother-baby binomials, by simple random sampling and the data obtained through the application of the instrument of observation and evaluation of breastfeeding, proposed by the United Nations Children's Fund (Unicef), with the performance of semi-structured interview and collection of complementary data through document analysis of medical records. These were analyzed using the SPSS version 3.5 program using Fisher's exact X2 test and Yates correction was applied when applicable, with statistically significant results when p<0.05. Results: The study found a high prevalence of participants with behaviors indicative of difficulties, with "position" and "sucking" being the most prevalent. Significant associations were also found between vaginal delivery and favorable breastfeeding behaviors related to the "response" aspect, as well as between cesarean sections and favorable behaviors related to "position". Conclusion: It was possible to identify behaviors that suggest difficulties during breastfeeding, helping the population, providing opportunities for reflection and providing subsidies for health professionals in encouraging and promoting breastfeeding

Desfechos obstétricos em parto de adolescentes: estudo transversal / Obstetric outcomes in adolescents birth: cross-sectionalstudy

A gravidez na adolescência é um problema de saúde pública mundial e apresenta maior risco de morbimortalidade materna e neonatal. Objetivo: analisar os desfechos maternos em adolescentes de risco habitual e alto risco gestacional. Método: Trata-se de um estudo transversal realizado com adolescentes com idade entre 10 a 19 anos. A amostra utilizada no estudo foi de 220 adolescentes. Foram utilizados como testes estatísticos o X² e, quando necessário, o teste exato de Fisher ou Mid-P. Foi considerado o valor de p<0,05. Resultados: Observou-se que as adolescentes de risco habitual apresentaram gestação não desejada (p=0,033) e lacerações perineais durante o parto vaginal (p<0,001) e as de alto risco tiveram alterações da gestação (p<0,001), episiotomia (p= 0,038) no parto e internações em Unidade de Terapia Intensiva (UTI) (p=0,015). Conclusão: As adolescentes de alto risco gestacional necessitam de uma atenção especializada durante o ciclo gravídico-puerperal, para prevenir alterações gestacionais, quadros clínicos graves, internação em UTI e desfechos neonatais adversos, com intuito de melhorar a qualidade de vida perinatal

Teenage pregnancy is a global public health problem and presents a higherrisk of maternal and neonatal morbidity and mortality. This study aims to analyze the maternal outcomes in adolescents of usual riskand high gestational risk. Methods: This is a crosssectional study, carried out with adolescents aged 10to 19 years. The sample used in the study consisted of 220 adolescents. X² were used asstatistical tests, when necessary, Fisher's exact test or Mid-P was used. Ap value <0.05 wasconsidered. Results:it was observed that the usual risk adolescents had unwantedpregnancies (p= 0.033) and perineal lacerations during vaginal delivery (p<0.001) and thehigh risk ones had changesin pregnancy (p<0.001), episiotomy was performed (p= 0.038)and admitted to theIntensive Care Unit (ICU) (p= 0.015). Conclusions: Adolescentsat high gestational risk need specialized care during the pregnancy-puerperal cycle, to prevent gestational changes, severe clinical conditions, ICU admission and adverse neonatal outcomes, withthe aim of improving perinatal quality of life

Effect of simulation on stress, anxiety, and self-confidence in nursing students: Systematic review with meta-analysis and meta-regression.

INTRODUCTION: Simulation is a promising strategy in health education, with evidence of importance for learning, but the available systematic reviews are still inconclusive about the effect of the strategy on stress, anxiety, and self-confidence of nursing students, which impact the adherence to and sustainment of this strategy. Thus, better evidence is needed of the impact of simulation on these competences, essential for health professional education. OBJECTIVE: To evaluate the effect of simulation-based experiences on stress, anxiety, self-confidence and learning of undergraduate nursing students compared to conventional teaching strategies or no intervention. DESIGN: Systematic review with meta-analysis and meta-regression. DATA SOURCES: The databases used included: CENTRAL, CINAHL, Embase®, ERIC, LILACS, MEDLINE, PsycINFO®, SCOPUS and Web of Science. Additional searches occurred in PQDT Open (ProQuest), BDTD, Google Scholar and journals with a specific scope in clinical simulation. REVIEW METHODS: This study was conducted by the recommendations of the Cochrane Handbook for Systematic Reviews of Interventions. Experimental and quasi-experimental studies that compared the effects of simulation on stress, anxiety, and self-confidence of nursing students were included. Study selection and data extraction steps were performed independently by two reviewers. Critical appraisal of the studies was managed by means of the risk of bias tools RoB 2 and ROBINS-I, and quality of evidence by means of the GRADE tool. Data summarization was performed by qualitative synthesis with descriptive analysis and quantitative synthesis by meta-analytic methods and meta-regression. RESULTS: Sixty-two studies were included covering an overall sample of 4570 undergraduate nursing students. When comparing simulation with other teaching strategies, simulation showed small effect size for anxiety (d = -0.33; 95% CI: -0.66-0.002; p = 0.051) and medium effect size for self-confidence (d = 0.71; 95% CI: 0.46-0.95; p < 0.001); there was no difference in the effect-size for stress (d = 0.04; 95% CI:-0.91-0.99; p = 0.90). Subgroup analyses showed an effect of methodological characteristics of the studies on students' anxiety and self-confidence. A positive relationship between self-confidence and learning was identified by meta-regression (p = 0.018; R2 = 20.96%). CONCLUSION: Simulation is an effective strategy for reducing anxiety and increasing self-confidence compared to conventional teaching strategies. Results are still inconclusive for stress. The use of simulation-based experiences in nursing education obtains positive results on anxiety and self-confidence in students, providing support for its implementation in undergraduate curricula to improve the education of qualified nurses. REGISTRATION NUMBER: CRD42020206077. TWEETABLE ABSTRACT: Simulation is an effective teaching strategy for reducing anxiety and increasing self-confidence in learning.