Interruption of Breastfeeding, Relactation, Relactation Awareness, and Related Factors: A Cross-Sectional Study.

Objective: In this study, it was aimed to investigate interruptions in breastfeeding, relactation, and relactation awareness-related factors. Methods and Study Design: This cross-sectional online survey was conducted in 2020 with women who had children between 6 and 36 months of age. Women >18 years of age and willing to consent to study participation (n = 392) were recruited throughout Turkey. Data were collected online through Google forms using the Personal Information Form, and Relactation Awareness Index (RAI). The dependent variables of the study were continuing breastfeeding, relactation, and breastfeeding awareness. Logistic and linear regression analyses were performed. Results: Of the participants, 53.1% exclusively breastfed their infants in the first 6 months of life, and 34.9% interrupted breastfeeding. Of those who interrupted breastfeeding, 39.4% achieved success in relactation. The rate of failed relactation was 9.16 times higher in primary school graduates and 2.37 times higher in those who perceived their milk supply as insufficient. The rate was also high in those whose RAI score was low (p < 0.05). Factors such as perception that milk supply is inadequate, lack of education and interruption of breastfeeding are associated with awareness of relactation. According to the linear regression analysis, breastfeeding within the first hour of delivery, length of time planned for breastfeeding, exclusive breastfeeding for the first 6 months of life affected relactation awareness positively, whereas the perceived milk supply affected it negatively (p < 0.05). Conclusion: Awareness of relactation should be raised and trainings should be organized to increase the success of relactation. Especially mothers who have interrupted breastfeeding need supportive and professional interventions to continue breastfeeding.

The Effect of Perceived Stress and Digital Literacy on Student Satisfaction with Distance Education.

OBJECTIVE: To examine the relationship between perceived stress/digital literacy and student satisfaction in health science college students in the distance education process. METHOD: The cross-sectional study was conducted by collecting data from 842 students. The dependent variable was student satisfaction in distance education. For the analyses, t-test, ANOVA (post hoc: Bonferroni), and linear regression methods were used. RESULTS: Distance education student satisfaction was 178.21 ± 48.64. Student satisfaction was low among those who think that distance education is not more effective than face-to-face education, live in villages/towns, and have high perceived stress. Student satisfaction was high among those who do not have limited internet access, can access the internet via computer, follow the lessons regularly every week, think distance education is applicable in the health domain, can acquire instant feedback from the instructor, and have increased digital literacy. CONCLUSION: Distance education student satisfaction was found to be moderate. Student satisfaction in distance education increases as perceived stress levels decrease and digital literacy levels increase.

The Effect of Perceived Stress and Digital Literacy on Student Satisfaction with Distance Education / O efeito do estresse percebido e do letramento digital na satisfação do aluno quanto à educação a distância / El efecto del estrés percibido y la alfabetización digital en la satisfacción de los estudiantes en educación a distancia

ABSTRACT Objective: To examine the relationship between perceived stress/digital literacy and student satisfaction in health science college students in the distance education process. Method: The cross-sectional study was conducted by collecting data from 842 students. The dependent variable was student satisfaction in distance education. For the analyses, t-test, ANOVA (post hoc: Bonferroni), and linear regression methods were used. Results: Distance education student satisfaction was 178.21 ± 48.64. Student satisfaction was low among those who think that distance education is not more effective than face-to-face education, live in villages/towns, and have high perceived stress. Student satisfaction was high among those who do not have limited internet access, can access the internet via computer, follow the lessons regularly every week, think distance education is applicable in the health domain, can acquire instant feedback from the instructor, and have increased digital literacy. Conclusion: Distance education student satisfaction was found to be moderate. Student satisfaction in distance education increases as perceived stress levels decrease and digital literacy levels increase.

RESUMO Objetivo: Examinar a relação entre estresse percebido e letramento digital com a satisfação de alunos de faculdades de ciências da saúde no processo de educação a distância. Método: O estudo transversal foi realizado por meio da coleta de dados de 842 alunos. A variável dependente foi a satisfação dos alunos na educação a distância. Para as análises, foram utilizados os métodos de teste t, ANOVA (post hoc: Bonferroni) e regressão linear. Resultados: A satisfação dos alunos de educação a distância foi de 178,21 ± 48,64. A satisfação dos alunos foi baixa entre aqueles que pensam que a educação a distância não é mais eficaz do que a educação presencial, que moram em vilas/cidades e apresentam alto estresse percebido. A satisfação dos alunos foi alta entre aqueles que não têm acesso limitado à internet, podem acessar a internet pelo computador, acompanhar as aulas regularmente toda semana, acham que a educação a distância é aplicável no domínio da saúde, podem adquirir feedback instantâneo do instrutor e têm maior letramento digital. Conclusão A satisfação dos alunos de educação a distância foi considerada moderada. A satisfação dos alunos na educação a distância aumenta à medida que os níveis de estresse percebido diminuem e os níveis de letramento digital aumentam.

RESUMEN Objetivo: Examinar la relación entre el estrés percibido y la alfabetización digital con la satisfacción de los estudiantes de la facultad de ciencias de la salud en el proceso de educación a distancia. Método: El estudio transversal se realizó mediante la recopilación de datos de 842 estudiantes. La variable dependiente fue la satisfacción de los estudiantes en educación a distancia. Para los análisis, se utilizaron métodos de prueba t, ANOVA (post hoc: Bonferroni) y regresión lineal. Resultados: La satisfacción de los estudiantes de educación a distancia fue de 178,21 ± 48,64. La satisfacción de los estudiantes fue baja entre aquellos que piensan que la educación a distancia no es más efectiva que la educación presencial, los que viven en aldeas/pueblos y con un alto nivel de estrés percibido. La satisfacción de los estudiantes fue alta entre aquellos que no tienen acceso limitado a Internet, pueden acceder a Internet a través de una computadora, siguen las lecciones con regularidad todas las semanas, piensan que la educación a distancia es aplicable en el ámbito de la salud, pueden obtener retroalimentación instantánea del instructor y tienen un mayor conocimiento de alfabetización digital. Conclusión: Se encontró que la satisfacción de los estudiantes de educación a distancia es moderada. La satisfacción de los estudiantes en la educación a distancia aumenta a medida que disminuyen los niveles de estrés percibido y aumentan los niveles de alfabetización digital.

The factors affecting self-esteem, depression and body image of pregnant women in a state hospital in Turkey.

OBJECTIVE: To determine the factors affecting self-esteem, depression and body image of pregnant women at gestational age ≥28 weeks. METHODS: The cross-sectional study was conducted at Ataturk State Hospital, Balikesir, Turkey from April to October 2016, and comprised pregnant women presenting to the Obstetrics and Gynaecology Outpatient Clinic. Data was collected using a questionnaire demographic characteristics, Body Image Scale, Beck Depression Inventory and Rosenberg Self Esteem Scale. Data was analysed using SPSS 22. RESULTS: Of the 385 women approached, 362(94.0%) participated. Their mean age was 26.0± 5.1 years. Those having graduated from a university and those who were employed had high self-esteem (p<0.05). Women whose husbands were unemployed, who had low family income and got married unwillingly, had low self-esteem and high depressive symptoms (p<0.05). In women whose husbands displayed negative attitudes towards their gaining weight during pregnancy, there was a negative relationship between depression and self-esteem scores (p<0.05), a positive correlation between selfesteem and body image scores (p<0.05), and a negative correlation between their body image and depression scores (p<0.05). CONCLUSIONS: Identification of the factors affecting women's perception of self-esteem, body image and possible depressive symptoms are important for the wellbeing of women and their family.