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Background <p>Breastfeeding is widely acknowledged as essential for infant health and maternal well-being. Yet, breastfeeding rates in Belgium remain below global targets. In Flanders, only 36.4% of infants receive any breastfeeding at six months, and national figures remain unavailable. Professional support is vital to initiate and sustain breastfeeding, and this depends on adequate, multidisciplinary education for healthcare providers. The extent to which lactation is integrated into Belgian health-related higher education curricula is unclear. This study explores current practices and identifies areas for improvement while positioning findings within a broader international context.</p> Methods <p>A quantitative observational study was conducted in January – March 2025 using a structured questionnaire developed in Dutch, French, and German. The survey targeted curricula in nursing, midwifery, and allied health professions across 29 Belgian higher education institutions. A total of 124 program coordinators were contacted. The study assessed the presence, structure, and depth of lactation education.</p> Results <p>Among contacted programs, 45 responded (36%) and 29 fully completed the questionnaire (64% of respondents). Lactation education duration varied from 30&#xa0;min to 40&#xa0;h. Less than half of the programs addressed internationally recognized frameworks such as the Baby-Friendly Hospital Initiative or Mother-Friendly care. Respondents consistently identified midwives as essential breastfeeding experts, while other professions were less emphasized—despite broad agreement on the need for interdisciplinary approaches.</p> Conclusions <p>Lactation education across Belgian health care curricula is fragmented and varies greatly in scope and quality. The absence of unified standards risks inconsistent breastfeeding support and undermines efforts to promote optimal infant feeding practices. These findings reflect a wider international challenge. As breastfeeding remains a global public health priority, establishing coherent, evidence-based educational frameworks across disciplines and borders is critical. This study adds to the international dialogue by identifying systemic gaps and reinforcing the importance of collaboration in strengthening professional training related to lactation.</p>

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Mapping lactation education in health care curricula in Belgium: a quantitative observational study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月27日

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  • Hannelore Permentier,
  • Jill Reyskens,
  • An Eerdekens

摘要

Background

Breastfeeding is widely acknowledged as essential for infant health and maternal well-being. Yet, breastfeeding rates in Belgium remain below global targets. In Flanders, only 36.4% of infants receive any breastfeeding at six months, and national figures remain unavailable. Professional support is vital to initiate and sustain breastfeeding, and this depends on adequate, multidisciplinary education for healthcare providers. The extent to which lactation is integrated into Belgian health-related higher education curricula is unclear. This study explores current practices and identifies areas for improvement while positioning findings within a broader international context.

Methods

A quantitative observational study was conducted in January – March 2025 using a structured questionnaire developed in Dutch, French, and German. The survey targeted curricula in nursing, midwifery, and allied health professions across 29 Belgian higher education institutions. A total of 124 program coordinators were contacted. The study assessed the presence, structure, and depth of lactation education.

Results

Among contacted programs, 45 responded (36%) and 29 fully completed the questionnaire (64% of respondents). Lactation education duration varied from 30 min to 40 h. Less than half of the programs addressed internationally recognized frameworks such as the Baby-Friendly Hospital Initiative or Mother-Friendly care. Respondents consistently identified midwives as essential breastfeeding experts, while other professions were less emphasized—despite broad agreement on the need for interdisciplinary approaches.

Conclusions

Lactation education across Belgian health care curricula is fragmented and varies greatly in scope and quality. The absence of unified standards risks inconsistent breastfeeding support and undermines efforts to promote optimal infant feeding practices. These findings reflect a wider international challenge. As breastfeeding remains a global public health priority, establishing coherent, evidence-based educational frameworks across disciplines and borders is critical. This study adds to the international dialogue by identifying systemic gaps and reinforcing the importance of collaboration in strengthening professional training related to lactation.