Integration of infant feeding in clinical undergraduate education: a case study of one South African university faculty
1
School of Public Health, University of the Witwatersrand, Parktown, South Africa
2
Children’s Institute, University of Cape Town, Cape Town, South Africa
Popul. Med. 2026;8(Supplement Supplement 1):
ABSTRACT
INTRODUCTION:
Healthcare workers have a significant influence on the infant feeding practices that parents use.1 It is, therefore, important to know what and how healthcare workers are taught and trained on infant feeding. There is a global paucity of data on how infant feeding education (IFE) is included in undergraduate curricula for clinical health science students who are being trained to have a direct involvement in patient care.2
OBJECTIVES:
This study aimed to explore the timing, duration, delivery methods, content, and institutional factors; including potential commercial milk formula (CMF) industry influence that shape how IFE is included in the undergraduate clinical health science degrees.
METHODS:
We conducted in-depth key informant interviews with staff members involved in either teaching, developing, or curating the curriculum of undergraduate students directly involved in patient care at Wits University. A smaller record review was conducted to characterize the timing, duration, and delivery methods of IFE. We used thematic analysis to analyse the qualitative data.3
RESULTS:
Nursing students received more in-depth lessons compared to the other degrees, where lessons were minimal and unstructured. However, the lessons that were delivered across all degrees were based on the clinical evidence of the benefits of breastfeeding. Other influences of how IFE was structured were the coordinator’s attributes, timetabling constraints, and the lack of prioritisation for IFE.
DISCUSSION:
There was a notion that infant feeding was meant to be a nurse’s job. Most programs emphasize breastfeeding’s biological benefits over a holistic biopsychosocial approach, limiting practical application. Though CMF companies did not directly influence the curriculum, their presence in faculty awards subtly shapes perceptions
CONCLUSIONS:
The study highlights the need to define the different roles that can be played by healthcare professionals to promote breastfeeding, encourage collaboration across degrees, and promote ongoing training, especially on CMF regulations and evolving IFE guidelines.
Healthcare workers have a significant influence on the infant feeding practices that parents use.1 It is, therefore, important to know what and how healthcare workers are taught and trained on infant feeding. There is a global paucity of data on how infant feeding education (IFE) is included in undergraduate curricula for clinical health science students who are being trained to have a direct involvement in patient care.2
OBJECTIVES:
This study aimed to explore the timing, duration, delivery methods, content, and institutional factors; including potential commercial milk formula (CMF) industry influence that shape how IFE is included in the undergraduate clinical health science degrees.
METHODS:
We conducted in-depth key informant interviews with staff members involved in either teaching, developing, or curating the curriculum of undergraduate students directly involved in patient care at Wits University. A smaller record review was conducted to characterize the timing, duration, and delivery methods of IFE. We used thematic analysis to analyse the qualitative data.3
RESULTS:
Nursing students received more in-depth lessons compared to the other degrees, where lessons were minimal and unstructured. However, the lessons that were delivered across all degrees were based on the clinical evidence of the benefits of breastfeeding. Other influences of how IFE was structured were the coordinator’s attributes, timetabling constraints, and the lack of prioritisation for IFE.
DISCUSSION:
There was a notion that infant feeding was meant to be a nurse’s job. Most programs emphasize breastfeeding’s biological benefits over a holistic biopsychosocial approach, limiting practical application. Though CMF companies did not directly influence the curriculum, their presence in faculty awards subtly shapes perceptions
CONCLUSIONS:
The study highlights the need to define the different roles that can be played by healthcare professionals to promote breastfeeding, encourage collaboration across degrees, and promote ongoing training, especially on CMF regulations and evolving IFE guidelines.
| eISSN: | 2654-1459 |
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