Enhanced vs Standard Parents as Teacher Curriculum on Factors Related to Infant Feeding among African American Women

摘要

Objectives To determine the comparative impact of the standard Parents as Teachers (PAT) to the nutrition and physical activity enhanced version (PATE) of the perinatal educational curriculum on compliance with infant feeding recommendations and changes in maternal infant feeding knowledge and beliefs. Methods Women at least 18 years of age, 0.05). Participants' knowledge and beliefs about infant feeding were generally in agreement with expert recommendations at baseline, with few changes over time or between arms. Conclusions Findings suggest the need for further intervention focused on translating knowledge into action to improve diets of weaning infants in this region of the United States.