Optimization Of Formula-Feeding Knowledge and Safe Feeding Practices Among Primiparous mothers in a Selected Community Area of Odisha: A Pre-Experimental Evaluative Study

Abstract

Introduction

Safe formula feeding depends on caregiver’s' understanding and consistent application of appropriate preparation and handling practices. Primiparous mothers may be particularly vulnerable to gaps in knowledge because of their limited previous experience with infant feeding. Inadequate attention to hygiene, measurement, equipment sterilization, preparation, storage, and feeding procedures may increase avoidable risks to infant health. Structured, evidence-informed maternal education delivered by nurses may therefore provide an important opportunity to strengthen knowledge and promote safer feeding practices.

Objective

To evaluate the effectiveness of a planned teaching programme in improving knowledge and safe formula-feeding practices among primiparous mothers in a selected community area of Odisha.

Methods

A quantitative, pre-experimental, one-group pre-test–post-test design was employed. The study comprised 100 primiparous mothers of infants aged 0–12 months, recruited using purposive sampling. Baseline assessment was undertaken using a structured knowledge questionnaire and a practice assessment tool. Participants subsequently received a planned teaching programme addressing essential components of safe formula feeding, including preparation, hand hygiene, sterilization of feeding equipment, accurate measurement, storage, feeding procedures, and prevention of unsafe practices. A post-test assessment was conducted following the intervention. Descriptive statistics were used to summarize participant characteristics and outcome measures, while paired-samples t tests were applied to assess changes in knowledge and practice scores. Chi-square tests were used to examine associations between post-test outcomes and selected socio-demographic characteristics. The dissertation reports the use of a 100-participant pre-experimental one-group pre-test–post-test design.

Results

A marked improvement was observed in both knowledge and safe feeding practices following the planned teaching programme. The mean knowledge score increased from 7.0 ± 1.82 at baseline to 13.7 ± 1.15 following the intervention, representing a mean increase of 6.70 points; this difference was statistically significant (paired t = 31.32, df = 99, p < 0.001). The proportion of mothers achieving an adequate level of knowledge increased from 0% before the intervention to 95% after the intervention. Similarly, the mean practice score increased from 8.9 ± 1.94 at pre-test to 17.8 at post-test, corresponding to a reported mean improvement of 8.90 points (paired t = 38.25, df = 99, p < 0.001). The proportion demonstrating adequate feeding practice increased from 0% to 92%. Educational attainment was reported to have a statistically significant association with post-test knowledge and practice outcomes.

Conclusion

The findings indicate that the planned teaching programme was associated with substantial short-term improvements in mother’s knowledge and safe formula-feeding practices. A structured educational approach may therefore be a valuable component of community-based maternal and child health nursing services, particularly for first-time mothers requiring guidance on safe formula preparation and feeding. Nevertheless, interpretation should consider the absence of a comparison group and the short post-intervention assessment period. Further controlled studies with larger samples and longer follow-up are warranted to determine whether these improvements are sustained and translate into consistent real-world feeding practices.