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Each year, nursing schools spend more on classroom supplies at the nursing lab to help nursing students develop their practical skills before clinical internships. To teach nursing students how to prepare for their experience in the clinic, the nursing school needs to purchase a variety of teaching tools. The objective of this study was to create a low-cost model of a newborn and umbilical cord so that nursing students could practice cutting severing newborns' umbilical cords in the nursing laboratory until they were proficient before entering the delivery department to care for newborns. The newborn and umbilical cord in a low-cost model was created in association with the nursing and engineering faculties. We created the differences between the original newborn model and the newborn and umbilical cord in a low-cost model: The newborn and umbilical cord in a low-cost model can move its limbs and use the remote to control the operation, in contrast to the original newborn model which can't move and doesn't cry. Data were collected from expert interviews and newborn and umbilical cord model tests using an assessment form. Data were analyzed using Descriptive statistics and content analysis. The newborn and umbilical cord model is made from a hose that is cheaper and simple to cut, it is like a real umbilical cord so we can make our mannequins at a very low cost and effective. Newborn and umbilical cord in a low-cost model can be used in practice. Reduce the cost of ordering teaching supplies.

This study is the first phase of an on-going study. It shows the first implementation of a teaching-learning sequence designed to facilitate the understanding of the notion of a living being in initial teacher training using modelling approaches. It aims to analyse the knowledge progression of the participants (N=51) through a retrospective analysis, employing an open-ended questionnaire and a rubric. To achieve this, a comparative pre-test-post-test design was used, utilising an open-ended questionnaire. The results show progression in the management of the living being model after comparing knowledge before and after implementation. The results suggest the usefulness and interest of the modelling approaches in teaching this topic, while also highlighting the need for modifications to the didactic sequence employed.

The complexity of the reproductive system necessitates instructional media to facilitate comprehension, as its processes unfold internally and are not readily observable. This study aims to assess the viability of booklet sub-materials on fertilization, gestation, and childbirth, derived from the inventory findings of medicinal plants for postpartum care, as educational resources. The research and development used the Borg & Gall model which included identifying potential problems, data collection, product design, design validation, and product revision. The booklet media underwent validation by five validators using validation sheets, while the evaluation criteria encompassed format, content, and language proficiency. The validation data were analyzed using CVR (Content Validity Ratio) and CVI (Content Validity Index). The results of the booklet media validation obtained a CVR value on each criterion of 1.00 with a valid category and a CVI value of 1.00 with a valid category. The booklet on the subject of gestational fertilization and childbirth from the results of the inventory of medicinal plants for postpartum is suitable for use as a learning media.

Background: Although the reading of science texts has been reported for high school learners, there is not much research on how younger learners engage with expository texts and how they develop academic language skills. In the instance of this study, the topic came from the curriculum content about animal reproduction. Aim: The study from which this article emanated aimed to explore how a sample of learners engaged with a short text, which required cohesive reading and some background knowledge and vocabulary. Setting: This study was conducted in a suburban school where the learners use English as a second language. Methods: A sample (n = 25) was randomly selected from five Grade 4 classes. Their reading comprehension of a custom-designed test was assessed, along with their writing competence in their responses to content questions as well as their drawings. The data were analysed in a typical content analysis modality. Results: This study showed that the learners do not apply inferencing skills and do not read cohesively across sentences and paragraphs and that their vocabulary and prior knowledge of animal reproduction is limited. Conclusion: The urgent need for the development of academic language skills in the early grades is foregrounded in this article, arguing that it can be infused in subjects across the curriculum of the early grades. Contribution: The task can be used by teachers and by researchers who may wish to replicate the study.

We present an exploratory study of differences in international students' adjustment and social-emotional outcomes based on key demographic variables. Drawing on a sample of 558 international students attending 14 colleges and universities in the United States, we examined students' belonging, social support, academic stress and confidence, COVID-19-related stress, and social integration by students' gender, graduate level, and region of origin as well as by combinations of gender, graduate level, and region of origin. Key findings include that graduate and undergraduate female students as well as graduate male students reported better social-emotional experiences compared with undergraduate male students and that students' region of origin accounted for a range of differences in student outcomes. Findings are discussed both in relation to the current literature and with respect to opportunities for methodological development in the field of international student engagement and global student mobility.

Postpartum depression is a significant public health issue that occurs within the first 12 weeks after childbirth. It is more prevalent among teenage mothers compared to adults. However, the findings of the existing interventional studies cannot be readily applied to teenage mothers due to their unique psychosocial concerns. Furthermore, these findings have shown inconsistencies regarding the benefit of psychological and psychosocial interventions in reducing the incidence of postpartum depression. The current review is aimed at investigating the effectiveness of psychosocial interventions in preventing postpartum depression, specifically among teenage mothers. The preferred reporting items for systematic reviews and meta-analysis manuals were utilized to identify and select relevant articles for this review. The articles were retrieved using population, intervention, control, and outcome models. The quality of each article was assessed using the Cochrane risk of bias tool. Statistical analysis was conducted using STATA version 17. The effect size of the intervention was estimated using the standard mean difference in depression scores between the intervention and control groups. Heterogeneity among the studies was assessed using the I[superscript 2] statistic and Q statistic, while publication bias was evaluated through funnel plot asymmetry and Egger's test. A total of nine eligible articles were included. While psychosocial interventions have been demonstrated to decrease the incidence of postpartum depression compared to usual maternal health care, it is worth noting that the mean difference in depression scores was significant in only three of the included studies. The meta-analysis revealed that psychosocial interventions were effective at preventing postpartum depression, with a pooled effect size of -0.5 (95% CI: -0.95, -0.06) during the final postpartum depression assessment. The heterogeneity was substantial, with an I[superscript 2] value of 82.3%. Although publication bias was not observed, small studies had a significant effect on the pooled effect size. The findings of this review suggest that psychosocial interventions can effectively prevent PPD, particularly within the first 3 months of the postpartum period. This review highlights the scarcity of interventional studies in low-income countries, indicating the need for further research in diverse communities.

The proportion of infants in the United States who are breastfed at 1 year remains well below the Healthy People 2030 target. The health implications of suboptimal breastfeeding durations are significant, including increased risk of childhood leukemia and maternal Type 2 diabetes. Prenatal breastfeeding education provides an opportunity to improve breastfeeding self-efficacy among pregnant individuals and to establish their coping skills in case future breastfeeding problems arise. Although prenatal breastfeeding education is known to improve breastfeeding self-efficacy, characteristics of prenatal breastfeeding education interventions that are successful at increasing breastfeeding duration have not been well defined. Using Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and the Health Action Process Approach, we conducted a systematic review of the literature examining the impact of prenatal breastfeeding education interventions on breastfeeding duration measured at least 12 weeks postpartum. Twenty-one studies were identified. Prenatal breastfeeding education was most likely to increase breastfeeding duration when education interventions integrated psychological components (Health Action Process Approach coping planning) or were paired with in-person postpartum breastfeeding support. Additional research is needed to examine the role of psychological components in breastfeeding education interventions in diverse populations and to determine the specific psychological intervention components with the greatest impact on breastfeeding duration.

The middle-school years (Year 7 to Year 9) is a particular challenge for socially disadvantaged populations, with high proportions of children either repeating school years or dropping out of school. In Australia, a group of particular concern is First Nations children for whom there is a collective effort by all governments to improve education outcomes, although there have been few studies of their transition through the middle-school years. This retrospective study, using individual-level linked data, followed a cohort of 7881 First Nations students for 2 years after enrolment in Year 7 (Y7) in any Northern Territory (NT) government school in the years from 2008 to 2014 to quantify the transitional pathways through middle school and identify the factors associated with faltering progress. We used multinomial multilevel logistic regression to identify the factors associated with school dropout and repeating Y7 or Y8 (Y7/8). Two years after Y7 enrolment, eight in ten First Nations students progressed to Y9 (78.8%), more than one in ten students had dropped out of school (13.3%) before reaching Y9, and one in 12 (7.9%) repeated Y7/8. The likelihood of either dropping out of school or repeating years was higher among students who were enrolled in Y7 when aged less than 11.5 years, had a low Y7 school attendance rate, moved to either interstate or non-government schools and who lived in a remote area. Students who were not born in the NT and those with a record of substantiated child maltreatment during Y7 were more likely to repeat Y7/8. Planning interventions to improve school retention through the middle-school years should consider these factors.

Investigations into teacher dissatisfaction often limit concerns to the school setting; however, this ethnographic study investigated how Cuban women's employment as primary school teachers forced them to make strategic negotiations related to childbirth and eldercare. Interviews and participant observation conducted with five Black primary teachers revealed tensions between economic production and biological reproduction. Attention to teachers' lives outside of the classroom and the complications they experience are useful for Cuba and other counties experiencing shortages.

This glimpse into sex education in the Los Angeles region illustrates the eugenic ideas about racially "fit" reproduction that emerged in family life curricula during the Second World War. Ideas about eugenic reproduction in public schools responded to broader cultural fears about increasing divorce rates, criminality, immigration, and birthright citizenship. Eugenics in sex and family life education, importantly, portrayed a woman's choice of mate as a civic responsibility, a move that paved the way for future conflicts about teaching gender and sexuality in public school sex education. Amid a half-century-long conflict over abstinence-only versus comprehensive sex education in public schools, topics like genetics and heredity have come to be widely accepted by both sides - recognized as a presumably value-neutral staple of sex education in US public schools. Yet recent innovations in genetic and reproductive technologies, as well as the conflict over trans and queer youth in the United States, challenge the assumption that teaching genetics and heredity in public schools really is "value neutral."

Attention deficit/hyperactivity behaviors in children are often unnoticed until they reach school age; however, evidence suggests that attention deficit hyperactivity disorder (ADHD) tends to develop at an earlier age. Recent studies also indicate that perinatal maternal mental health is associated with ADHD symptoms in offspring. This study examines the association between maternal postpartum depression, early hyperactive/aggressive behavior, and later ADHD symptoms. This longitudinal cohort study used data from health checkups and surveys. Mothers with a postpartum Edinburgh postnatal depression scale score [greater than or slanted equal to] 9 were considered as having postpartum depression symptoms. The presence of early hyperactive/aggressive behavior was determined based on 3-year-old children's health checkup data. The ADHD rating scale (ADHD-RS) answered by the caregivers of 182 sixth-grade children was used for the analysis. ADHD-RS scores were significantly higher in children with early hyperactive and/or aggressive behavior (p = 0.002) and for children of mothers who had postpartum depression symptoms (p < 0.001). Early hyperactive/aggressive behavior did not mediate the predictive association of maternal postpartum depression symptoms with ADHD symptoms in sixth grade. ADHD symptoms in the sixth grade were independently associated with childhood hyperactive/aggressive behavior at age 3 and maternal postpartum depression symptoms.

This article shares the story of a preschool teacher who courageously embarked on a yearlong journey of re-envisioning how an important milestone in children's lives--their birthdays--were celebrated in the classroom. She accepted the preschool leadership's invitation to align birthday practices with the center's identity influenced by the Reggio Emilia Approach. What resulted was the teacher co-constructing a new set of rituals with the children that contributed to more equitable spaces that celebrated children's individuality and fostered agency within an inclusive child-centered, children-driven learning environment.

One of the learning outcomes of learning Animal Embryology and Reproduction is that students can explain concepts about reproduction or embryology theory. Since concept map-based learning can improve students' critical thinking skills and analysis, and support their interest in learning, this study analysed the ability of students enrolled in the 2019/2020 Animal Embryology and Reproduction course to construct concept maps and students' cognitive learning outcomes through assignments and tests. This descriptive study involved 127 students in semester VI enrolled in the Embryology and Animal Reproduction programme at the Department of Biology Education, FTTE at the Universitas Muhammadiyah Malang. The sampling technique was saturated sampling and the data were collected through the task of compiling concept maps and learning outcomes with tests. The drafting of concept maps was assessed by the concepts and ideas, relationships between concepts, hierarchies, propositions, and spelling, with cognitive learning assessed by tests. The results showed that most students had sufficient ability to compose a concept map and very good learning outcomes, indicating that concept maps can be used to learn biology in Animal Embryology and Reproduction courses.

Adolescence is the most vulnerable period to reproductive health problems. These problems include early pregnancy, unsafe abortion, sexually infections transmitted (STIs) including the human immunodeficiency virus (HIV), sexual abuse. Access for sexuality education and reproductive health services to comprehensive and youth-friendly was limited. This study aims to determine the effectiveness of peer educators and guidance and counselling teachers in adolescent reproductive health level of knowledge. This is a quantitative study with a quasi-experimental nonequivalent control group design with treatment groups using peer educators and teacher as control groups. The sample size was 70 respondents. Data was collected by questionnaire that already had validity and reliability test. Data analysis used univariate, t-test and logistic regression. The results of this study showed that the provision of information was more effective through guidance conselling teachers (p=0.000, exp B=14.5). This study recommends that improve adolescents' reproductive knowledge need to optimize the role of guidance and counseling teachers in providing information.

Sexual health education should meet the needs of all students. One strategy educators can use to ensure instruction meets students' needs is to encourage the submission of anonymous questions, allowing students to gain information without fear of instructor or peer reactions. We investigated anonymous questions submitted by middle school (7th-grade, ages 12-13) students during a sexual health education curriculum in Ohio, USA. Questions (n=893) were organised into 12 categories: reproductive anatomy (n=186), LGBTQ+ topics (n=130), sexual behaviour (n=120), class-related questions (n=99), pregnancy (n=78), slang (n=52), STIs (n=44), protection/birth control (n=33), relationships (n=19), consent (n=14), health services (n=9), abstinence (n=1), and unrelated questions/comments (n=108). After categorising questions, we conducted thematic analysis with the three largest categories (reproductive anatomy, LGBTQ+ topics, sexual behaviour). Results revealed students wanted to know about the normality of the processes and functions of their bodies. Students also expressed concern and had internalised social norms about LGBTQ+ topics. Student questions about sexual behaviour suggested they wanted to learn more about the purposes and processes of sex, e.g., how people have intercourse. Findings underscore the need for inclusive, comprehensive and medically accurate sexual health education for early adolescents. We discuss implications for student health/well-being, educator development, and school staff.

Drawing is an effective method to understand attitudes and beliefs on aging, but the subject matter without an explanation can be misinterpreted. We explored college students' drawings and written descriptions of the life course (N = 567). Participants drew, on average, five life phases. Most drawings included human figures, and most were alone in each life phase. Fifteen percent of the drawings were non-human representations. Some characteristics (e.g. hair changes [58%]) and contexts (e.g. birth [91%]) were present in both the drawings and descriptions. Others were only present in the drawings (e.g. alone throughout the life course [79%]) or mainly described (e.g. school/graduation [92%]). Findings highlight participants thought some associations with aging needed explanation while others warranted no explanation, thus intrinsic to aging. Our study reveals the importance of examining both drawn and written content together when using drawing as a method in aging research.

This study aimed to assess the fertility knowledge of Japanese education undergraduates who plan to become schoolteachers and examine related factors. A cross-sectional questionnaire survey was conducted with 252 first-year education undergraduates at a Japanese university. The Cardiff Fertility Knowledge Scale (CFKS) was used to measure fertility knowledge, and other items inquiring about basic reproductive knowledge were included. We assessed the relationship between fertility knowledge and gender and the experience of future life planning, among other factors. We found that fertility knowledge varied. Participants possessed a relatively good knowledge of the relationships between fertility and female ageing, and smoking, but limited knowledge about the effect of sexually transmitted infections on fertility. Male participants answered more correctly than female participants (p < 0.01) regarding 'sperm production'; however, female respondents answered more accurately than male respondents (p < 0.01) regarding 'timing of menopause. In Japan, the national curriculum standard for upper secondary schools was revised in 2018, and fertility was added to the Health and Physical Education curriculum. The study results suggested that it is important to include fertility in a sex education teaching curriculum for education undergraduates to enable them to deliver fertility education as teachers in the future.

Despite a decline in sexist language, traditional gender beliefs remain embedded in the scientific literature on reproductive biology and consequently continue to distort knowledge, encumber the learning process, and reinforce gender essentialism. This article analyzes the enduring force of gender stereotypes in Italian middle school science textbooks and a highly popular education film. It identifies a consistent set of stereotypes and assumptions running through textual and visual content regarding fertilization, reproductive anatomy, and human evolution. In addition, the article demonstrates congruence between these materials and students' understandings of fertilization through words and drawings elicited by a worksheet. Findings are examined within the context of pervasive gender stereotypes in textbooks and journal articles on reproductive biology, science and technology textbooks in general, and schoolbooks across subjects. The study shows that assigning gender traits to sex cells, reproductive systems, and ancestral humans misrepresents human biology, endorses a heteronormative vision of femininity and masculinity, and objectifies girls and women. Removing gendered representations from science textbooks is both more challenging and more urgent compared to other textbooks, given that their association with natural truth shields science textbooks from critical scrutiny as well as challenges to conventional conceptual frameworks.

The distance between the birth date and the school entry cutoff has been repeatedly used as an exogenous instrument to examine the impact of several educational programmes. In this work, we analyse the validity of this instrument for the case of Argentina. Considering multiple waves of the Permanent Household Survey we detect the existence of discontinuities in the distribution of births around the school entry cutoff (30 June). These discontinuities suggest that parents act strategically. In particular, they defer birth dates to days after the cutoff. This effect is especially large considering a bandwidth of 7 days and in boys.

Immigrants are more likely to arrive in the United States with lower levels of education, resulting in lower-status jobs, leading to lower incomes and less accumulation of wealth. However, a segment of the immigrant population enters the United States with the expectation of contributing immediately and directly to the country's economic advancement: the highly skilled immigrant. Unfortunately, many cannot gain recognition for their foreign academic or occupational credentials while in the United States. For many, career and technical education, or vocational programs, have been helpful. Utilizing the acculturation framework, this study explores the experiences of ten highly skilled immigrants with credentials from their home countries who could not gain recognition for their credentials in the United States. This study further examines the motivations that led them to enroll in career and technical education programs in the United States. The findings from this study presented the themes of (1) Inability to continue in the previous career, (2) High cost of graduate degrees in the United States, (3) Difficulties in transferring foreign credentials, (4) Immediate employment opportunities after career and technical education program completion and (5) Age/Adult learner.

Parent-child communication concerning sexual and reproductive health (SRH) has significant potential to reduce children's risky sexual behaviour. Despite these benefits, few parents communicate with their children about SRH issues in Uganda. Using multi-stage stratified sampling in a cross-sectional survey, we estimated the prevalence and investigated the factors that were associated with recent parent-child communication among 600 children (10-17 years) in border districts of Uganda (Busia and Tororo). Results indicated that 61% of children reported to having received parent-child communication on SRH. Communication was more likely to happen among children living in urban areas (OR=4.88; 95% CI=1.79-13.33), boys (OR=1.84; 95% CI=1.13-3.00), those aged 15-19 years (OR=2.59; 95% CI=1.51-4.46) and among children from households that owned a mobile phone (OR=2.11; 95% CI=1.05-4.21) than their counterparts. Parent-child communication was also higher among children who were comfortable discussing SRH issues (OR=27.12; 95% CI=16.02-45.89) and children from Tororo district (OR=2.34; 95% CI=1.36-4.01). The findings provide a rich understanding of the factors associated with Parent-child communication in the border districts of Uganda. These results provide a basis for policy enactment or revision regarding the encouragement of parent-child communication about SRH in Uganda.

Only a very few studies to date have comprehensively assessed children's knowledge of sexuality. In this study, we examined the level of sexual knowledge among children aged 3-6 years in Finland. We analysed children's explanations of what they saw in drawings related to genital naming, conception and childbirth, safety skills, and adult sexual activity. Levels of knowledge were generally low. The largest number of correct answers were given for genital naming and safety skills. Knowledge increased with age. Children's gender was not related to their total level of knowledge. There was a correlation between children's ability to name their genitals and their knowledge of safety skills. The results suggest that only what is known about can be protected. Building on the findings of this study, age-appropriate sexuality education should be provided to all children.

Objective: Most countries teach limited information about sex and reproductive health education, often concentrating on how not to get pregnant. In this study, we examine what 16- to 18-year-olds in England have learnt and their views about reproductive health education. Design: This is a mixed-methods study. An anonymous, online survey was conducted on Qualtrics software using multiple-choice and open-ended questions. Schools were recruited via the Biotutors forum, and they distributed the survey to students aged 16-18years. Setting: Data collection took place across England. Methods: A total of 931 students completed the survey, of whom 636 were girls, 250 were boys, 31 as other genders, and 14 did not disclose their gender. Quantitative data were analysed descriptively, and associations were explored using Chi-square tests. Qualitative data were analysed thematically. Results: Over half (65%) of the students rated the sex education they had received as adequate or below. Over half (74%) reported that they do not, or only sometimes, talk to their parents/guardians about these topics. Half (49%) did not know when a woman is most fertile. Students showed a better knowledge of female fertility than male fertility. There was no relationship between how much teaching respondents said they had received and their knowledge of reproductive health topics. From the free text question 'How do you think we can improve sex and fertility education in schools?', five themes were identified: inclusivity for all students; comprehensive with relevant topic variety; logistical improvements needed to teaching; the need for honest, transparent and non-judgemental teaching; and sex positivity. Conclusion: Schools should teach a wider range of issues relevant to sexual and reproductive health. Data from this study have assisted the creation of a teachers' education resource which is being developed in partnership with the International Reproductive Health Education Collaboration (IRHEC).

Research has linked pre- and perinatal complications (PPCs) with increased risk for autism spectrum disorder (ASD). However, PPCs are also known risk factors for other mental health disorders. This study explored which PPCs are specific risk factors for ASD, as opposed to other forms of psychopathology, among a large sample of clinically-referred youth. Archival data were used from 1177 youth who were evaluated at a hospital-based autism clinic. Results from logistic regressions indicated that use of tobacco, alcohol, or drugs, or experiencing amniocentesis predicted inclusion in the non-ASD group, while physical difficulties with delivery predicted inclusion in the ASD group. Possible explanations and implications for these findings are discussed.

This qualitative study explores how comprehensive sexuality education located within a broader positive youth development approach informed transformations among young people from informal urban communities in India. A thematic analysis of data obtained from the young people, their parents, and frontline workers revealed that securing the cooperation of families was possible for the program because sexual and reproductive health education was not a stand-alone intervention, but a part of a larger approach seeking to build capacities of young people. The strategic introduction of sexual and reproductive health communication helped the participants to overcome inhibitions about the topic. Enhanced awareness of gender, pubertal changes, gender-based violence, and child sexual abuse was evidenced post participation. Improved agency was manifest through decision making, critical thinking, confidence, mobility, and articulation, especially among girls. Program interventions to enhance sexual and reproductive health awareness of parents and communities and to improve health services and facilities were bolstered through youth engagement. Such contribution by the young reinforced their knowledge and skills, strengthened agency, and cemented family and community support. A holistic program situated within the positive youth development approach thus seemed a pragmatic vehicle to promote comprehensive sexuality education for young people in vulnerable urban communities.

Reproductive interconception care provided at maternal postpartum visits may help reduce unintended pregnancies and elongate birth intervals for women experiencing homelessness. To improve interconception care uptake, this qualitative study aimed to identify barriers and facilitators to reproductive interconception care from the perspectives of women who were recently pregnant and homeless. A semi-structured interview guide and demographic survey were developed based on epidemiological findings, Information-Motivation-Behavioral Skill framework components, and a review by community health workers for content validity. After conducting 12 interviews with women recently pregnant and homeless in a local continuum of care in 2022, audio-recorded interviews were transcribed, iteratively coded using a priori and emerging codes, and thematically analyzed. Key themes were identified to determine implications and next steps to improving reproductive interconception care uptake. Interrelated themes focused on information (e.g., knowledge and misconceptions about pregnancy, birth intervals, contraception), motivation (e.g., attitudes about interconception care experiences, perinatal social influences), behavioral skills (e.g., objective ability to obtain interconception care and perceived self-efficacy related to attending maternal postpartum visits and increasing birth intervals), and macro-level factors (e.g., obtaining housing, contextualizing socioeconomic factors, navigating COVID-19). The findings suggest the need for flexible, streamlined, and personalized interconception care delivery that acknowledges pressing housing and relationship considerations and supports women's autonomy. Improvements to reproductive interconception care may reduce future unintended pregnancies, increase birth intervals, and improve birth outcomes among women experiencing homelessness.

This study aimed to identify whether appetitive traits predict exclusive breastfeeding (EBF) duration for the first 6 months of life and to assess other predictors of its duration. 186 six- month-old term infants were included. Appetitive traits were assessed at 3-4 months of age. EBF duration, feeding practices, sex, maternal age and education, socioeconomic level, mode of delivery and gestational age were also evaluated. Risk ratios (RR) and 95% confidence intervals (CI) were estimated through generalized linear regression models to identify predictors of EBF for the first 6 months of life. Only 32.9% of infants achieved 6-month EBF. Vaginal birth, not using formula the first 3 days, maternal education [greater than or equal to] university and slowness in eating significantly increased the probability of EBF for 6 months. Slowness in eating was the only appetitive trait related to EBF for the first 6 months and was the most significant predictor in the multivariate model.

We investigated the longitudinal associations among maternal pre- and postnatal depression, maternal anxiety, and children's language and cognitive development followed from 15 to 61 months. Furthermore, we assessed the protective role of children's early print experiences with books against the adverse effect of maternal depression on language development. Data for mothers and children (51.7% boys, 95% White, N = 11,662) were from the Avon Longitudinal Study of Parents and Children. Prenatal maternal depression held an adverse association with child language ([beta] = -0.16, p = 0.002). Moreover, the risk was greater for girls than boys ([beta] = 0.19, p = 0.02). In addition, prenatal depression was significantly and negatively associated with child verbal intelligence quotient ([beta] = -0.11, p = 0.02) and performance intelligence quotient ([beta] = -0.12, p = 0.01). In contrast, postnatal depression or anxiety were not unique predictors of child outcomes. Importantly, children's early experiences with books, as measured by the reported frequency of parent-child shared reading, moderated the negative association between maternal depression and child language development ([beta] = 0.30, p < 0.001). Although modest in size, these findings inform models of child risk and resilience related to maternal psychopathology. The results also have implications for clinical programs as well as for prevention and intervention studies focusing on at-home early literacy.

Purpose: This paper aims to generate knowledge about relevant evaluation topics that align with and represent the unique character of the midwifery programme for students living in the rural and remote areas of Scotland. Design/methodology/approach: The first two central concepts of Practical Participatory Evaluation (P-PE) framed the research design: (1) the data production process; and (2) the knowledge co-construction process. The data were collected using a semi-structured approach via online discussions, dialogues and email-based consultation among programme stakeholders. A structural analysis was performed: the units of meaning (what was said) were extracted, listed and quantified in units of significance (what the texts were talking about), from which the key topics for evaluation emerged. Findings: A community of 36 stakeholders engaged in the discussions, dialogues and consultations. The stakeholders identified 58 units of significance. Fifteen subthemes were constructed in five main themes: student profile, student well-being, E-pedagogy, student journey/transition from being a nurse to becoming a midwife and learning in (an online) geographically remote and isolated area. The themes, or topics of evaluation, are dynamic functions and underlying mechanisms of the commonly used evaluation measures student progress and student evaluation. Research limitations/implications: This P-PE is a single-site study, focusing on a unique programme consisting of a specific group of students living and studying a specific geographic area, affecting the transferability of the findings. Originality/value: In collaboration with stakeholders, parameters to evaluate the uniqueness of the programme in addition to higher education institution routinely collected data on student progress and satisfaction were systematically identified. The themes highlight that if student progress and satisfaction were the only evaluation parameters, knowledge and understanding of the contributing factors to (un)successfulness of this unique online midwifery programme could be missed.

Access to youth-friendly services is critical to ensuring Sexual and Reproductive Health and Rights (SRHR) and the psychological well-being of adolescents. This qualitative study explored the innovative teaching approaches to adolescents' sexual and reproductive health and rights education during the COVID-19 pandemic in the Oluno circuit. A sample of 10 Life Skills teachers was purposively selected and individual face to face interviews were conducted. Data was analysed using a thematic approach. The findings revealed that the radio, WhatsApp, recorded audios and handouts were used to engage learners on sexual reproductive health information when schools were closed. It is further established that WhatsApp and the radio were the mainly used methods because they were appropriate and user friendly. The findings also indicate contradictions in the Life Skills teachers' experiences on the use of social media approaches due to poor internet connectivity in remote areas. The study suggested the provision of free data to learners and teachers to enable the timely teaching and learning of the right and age-appropriate Sexual Reproductive Health and Rights information (SRHR). That underscores the urgent need for schools to adopt modern learning to be proactive in training of both teachers and learners on the use of various technological devices in case another pandemic hits the country in the future.

Students have the right to receive education about sexual and reproductive health and rights (SRHR). The United Nations Agenda 2030 for sustainable development includes goals regarding SRHR, including the right to universal access to sexual and reproductive health care services and gender equality. The study used a qualitative design with an inductive approach. Data were collected through semistructured interviews. The results are presented in three categories and nine subcategories. The categories were "having an open attitude," "organizational prerequisites," and "challenging tasks." An open attitude was required to create confidence for both school nurses and students in SRHR conversations. Organizational prerequisites, such as planning SRHR education with others, were successful. Multicultural meetings and conversations regarding gender identity and sexual orientation were challenging tasks. Increased knowledge of SRHR and national standardized guidelines are suggested to achieve Agenda 2030 SRHR goals and to ensure equity in school health care.

Teachers are highly reliant on textbooks for teaching. In the Republic of Korea, science textbooks help students to understand scientific terms through inquiry activities. However, there is a lack of analysis on whether the inquiry activities suggested in these textbooks appropriately cover the terms included in the main text. Therefore, this study assesses the life science units included in widely used lower secondary school science textbooks in the Republic of Korea by analysing the connection between the terms presented in the inquiry activities and the main text using the NetMiner 4.0 programme. The results reveal that the life science units included in the lower secondary school science textbooks are well structured for learning life science terms through the inquiry activities, as the terms presented in the inquiry activities and the main text are well connected. However, the number of terms included in each unit greatly differs and needs to be supplemented with the optimization of the number of terms per unit. The results provide basic data for the future development of lower secondary school science textbooks. Future research should analyse how the terms used in inquiry activities and the main text are connected in real science classes.

Health-related internet sources should contain accurate, reliable and updated information, and their usability should be high to enable people to navigate successfully. This study aimed to develop interactive Online Infertility Prevention Training (OIPT) and to reveal design principles by evaluating the online training. The development, design, and redesign processes of this study included four iterations: (1) needs analysis; (2) implementation as a usability test; (3) implementation with the target group in a class; and (4) comparison of iteration II and III, and decision; and two outputs. The research process included the participation of the target audience in the design process and there were continuous corrections to the design. In the study, a design-based research approach was used. In the qualitative dimension, the data was collected with "User Information Form", "System Usability Observation Form", and the system usability interview form, and task cards. In the quantitative dimension, Infertility Knowledge Test, System Usability Scale, and also database records were used. The data obtained from tools were analyzed descriptively and predictively. As a result, this research claimed that design, development, and evaluation belong to health-related sources on the Internet should include field design principles and techniques and specific methods, although designers use prevalent techniques. The results indicated that gender's effect on media and material design, the importance of the use of expert authority in the presentation of content knowledge that system usability significantly increased from iteration two to three. Therefore, gender differences in media and material preferences except for content knowledge and also expert views may be considered in the design of health-related online training. In addition, while teaching concrete parts of the human body, interactive animations and visuals may be useful to motivate and increase engagement students to use the content again and again. Furthermore, the results of this study show that feedback design is crucial in the navigation of online learning environments. Overall, this study strengthens the idea that while designing online education environments, it is important to determine users' needs and expectations at first, afterwards conducting usability tests to specify the design challenges.

The rise of Black maternal mortality rates throughout the country demonstrates a great need to utilize innovative frameworks to craft solutions that improve health outcomes for Black birthing people. Previous research and interventions have examined individual- and policy-level factors to reduce maternal mortality; however, these methods may lack a true community-centered approach to understanding the experiences of Black birthing people in local communities that have been disproportionately impacted. In addition, certain research methods may not recognize other marginalized intersectional identities (e.g., Black transgender men) who experience inequities in Black maternal health. This commentary aims to provide recommendations for utilizing community-centered strategies on Black maternal mortality informed by community-based participatory research principles.

To investigate the association between labor epidural analgesia exposure and the risk of autism spectrum disorder in offspring, this meta-analysis reviewed relevant literature from Medline, Cochrane Library, Google Scholar, and EMBASE databases from inception to May 2022 to evaluate the overall adjusted risk of autism spectrum disorder in offspring (primary outcome) and adjusted risks of autism spectrum disorder focusing on sibling-matched data, children who were delivered vaginally, and duration of labor epidural analgesia exposure (secondary outcomes). Pooled results of seven eligible observational studies involving 4,021,406 children revealed slightly higher risks of autism spectrum disorder in children with labor epidural analgesia exposure than those without (hazard ratio = 1.11, 95% confidence interval: 1.06-1.16, I[superscript 2] = 67%, seven studies, level of evidence: very low). Consistent findings were found in subgroup analysis focusing on sibling data (hazard ratio: 1.10, 95% confidence interval: 1.02-1.18, I[superscript 2] = 0%, five studies) and children delivered vaginally (hazard ratio: 1.11, 95% confidence interval: 1.06-1.17, I[superscript 2] = 64%, seven studies). The tendency of an increased risk of autism spectrum disorder in children exposed to labor epidural analgesia <4 h was not observed in those exposed to labor epidural analgesia >8 h (two studies). Although our results demonstrated a slightly increased risk of autism spectrum disorder in offspring with previous labor epidural analgesia exposure, the small effect size and lack of cumulative dose-response effect precluded tangible evidence supporting the association.

Qualitative accounts indicate there are sensory and communication related barriers to adequate childbirth and postnatal healthcare for autistic people. However, little quantitative work has explored the topic. This online survey study explored childbirth and postnatal experiences among 384 autistic and 492 non-autistic people. Compared with non-autistic people, autistic people were more likely to find the sensory aspects of birth overwhelming, and experienced lower satisfaction with birth-related and postnatal healthcare. Autistic people were more likely to experience postnatal depression and anxiety. The findings highlight that sensory and communication adjustments should be made to birth and postnatal healthcare for autistic people. The findings indicate the need for greater autism understanding among professionals and greater postnatal mental health support for autistic people.

The seventh phase of this longitudinal study investigated whether children born through third-party assisted reproduction experienced psychological problems, or difficulties in their relationship with their mothers, in early adulthood. The impact of disclosure of their biological origins, and quality of mother-child relationships from age 3 onward, were also examined. Sixty-five assisted reproduction families, including 22 surrogacy families, 17 egg donation families, and 26 sperm donation families, were compared with 52 unassisted conception families when the children were aged 20. Less than half of the mothers had completed tertiary education and less than 5% were from ethnic minority backgrounds. Standardized interviews and questionnaires were administered to mothers and young adults. There were no differences between assisted reproduction and unassisted conception families in mothers' or young adults' psychological well-being, or the quality of family relationships. However, within the gamete donation families, egg donation mothers reported less positive family relationships than sperm donation mothers, and young adults conceived by sperm donation reported poorer family communication than those conceived by egg donation. Young adults who learned about their biological origins before age 7 had less negative relationships with their mothers, and their mothers showed lower levels of anxiety and depression. Associations between parenting and child adjustment did not differ between assisted and unassisted reproduction families from ages 3 to 20. The findings suggest that the absence of a biological connection between children and their parents in assisted reproduction families does not interfere with the development of positive mother-child relationships or psychological adjustment in adulthood.

Objective: To assess the relationship of moderate and late preterm birth (32[superscript 0/7]-36 [superscript 6/7] weeks) to long-term educational outcomes. Study Design: We hypothesized that moderate and late preterm birth would be associated with adverse out- comes in elementary school. To test this, we linked vital statistics patient discharge data from the Office of Statewide Health Planning and Development including birth outcomes, to the 2015-2016 school year administrative data of a large, urban school district (n = 72,316). We compared the relative risk of moderate and late preterm and term infants for later adverse neurocognitive and behavioral outcomes in kindergarten through the 12th grade. Results: After adjusting for socioeconomic status, compared with term birth, moderate and late preterm birth was associated with an increased risk of low performance in mathematics and English language arts, chronic absenteeism, and suspension. These risks emerged in kindergarten through grade 2 and remained in grades 3-5, but seemed to wash out in later grades, with the exception of suspension, which remained through grades 9-12. Conclusions: Confirming our hypothesis, moderate and late preterm birth was associated with adverse educational outcomes in late elementary school, indicating that it is a significant risk factor that school districts could leverage when targeting early intervention. Future studies will need to test these relations in geographically and socioeconomically diverse school districts, include a wider variety of outcomes, and consider how early interventions moderate associations between birth outcomes and educational outcomes.

Purpose: Reading and speech difficulties are common in childhood, yet it is not fully understood how much of their etiology is shared. This partly derives from methodological issues related to overlooking the potential co-occurrence between the two sets of difficulties. This study investigated the effects of five bioenvironmental predictors in a sample assessed for such co-occurrence. Method: A combination of exploratory and confirmatory analyses was performed on longitudinal data from the National Child Development Study. Exploratory latent class analysis was performed on children's reading, speech, and language outcomes at ages 7 and 11 years. Membership in the obtained classes was modeled using a regression with sex and four early-life predictors: gestation period, socioeconomic status, maternal education, and the home reading environment. Results: The model yielded four latent classes that broadly reflected (1) average reading and speech, (2) excellent reading, (3) reading difficulties, and (4) speech difficulties. Early-life factors significantly predicted class membership. Male sex and preterm birth emerged as risk factors for both reading and speech difficulties. Protective effects against reading difficulties were identified for maternal education, and lower (but not higher) levels of socioeconomic status and the home reading environment. Conclusions: Co-occurrence of reading and speech difficulties in the sample was low, and differential patterns of effect of the social environment were supported. Reading outcomes were under stronger malleable influence than speech outcomes.

Pre- and post-term children show increased autism risk. Little is known about gestational age (GA) prevalence among autistic children, and their respective autism phenotype. We compared prevalence of pre-, full- and post-term birth between a population-derived sample of N = 606 (137 females, 22.61%) autistic children and adolescents (mean age = 14.01, SD = 3.63, range 3-24) from the "Netherlands Autism Register," and matched controls from the Dutch birth register. Autism phenotype and comorbid symptoms were assessed with the AQ-short and SDQ questionnaires. Using logistic regression, we found higher prevalence of pre- and post-term birth among autistic individuals but no phenotypical differences across GA groups. Autism risk was particularly elevated for post-term children, highlighting the need for closer investigation of autism on the whole GA range.