ABA‐Feed Infant Feeding Training for Peer Supporters and Coordinators

Development and Mixed‐Methods Evaluation

Bibliographic Data

ID15536506
AuthorsJoanne Clarke (0000-0002-7954-6561, Birmingham City University, corresponding author), Gill Thomson (0000-0003-3392-8182, University of Lancashire), Nicola Crossland (0000-0003-1063-8123, University of Lancashire), Stephan U Dombrowski (0000-0001-9832-2777, University of New Brunswick), Stephan Dombrowski (Faculty of Kinesiology University of New Brunswick Fredericton New Brunswick Canada), Pat Hoddinott (0000-0002-4372-9681, University of Stirling), Jenny Ingram (0000-0003-2366-008X, University of Bristol), Debbie Johnson (0000-0001-7390-6514, University of Bristol), Colin Macarthur (0000-0003-0434-2158, Birmingham City University), Christine Macarthur (Department of Applied Health Sciences, School of Health Sciences, College of Medicine and Health University of Birmingham Birmingham UK), Jennifer Mckell (0000-0002-2912-0837, University of Stirling), Ngawai Moss (0000-0001-9369-5072, Japan Patent Office), Julia Sanders (0000-0001-5712-9989, Cardiff University), Nicola Savory (0000-0001-9437-4350, Cardiff University), Beck Taylor (0000-0002-3559-7922, University of Warwick), Kate Jolly (0000-0002-6224-2115, Birmingham City University)
Year2025
Pagese70115-e70115
Publication date2025-09-21
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueMaternal and Child Nutrition (JOURNAL)
Journal identifiersISSN: 1740-8695 • E-ISSN: 1740-8709
PublisherWiley (PUBLISHER • GB)
DOI10.1111/mcn.70115
PMID40975845
OpenAlexW4414382292
LanguageEN
Citations received2
References cited31

The assets-based feeding help before and after birth (ABA-feed) intervention aims to improve breastfeeding rates by offering proactive peer support to first-time mothers, regardless of feeding intention. Based on behaviour change theory and an assets-based approach, the intervention involved training existing peer supporters to become infant feeding helpers (IFHs). A train-the-trainer model was used, with coordinators delivering four 2-h training sessions to IFHs. Training covered a study overview, IFH role, role-play scenarios and signposting to local assets. Due to COVID-19, training was delivered online. Post-training questionnaires were completed by 22/30 (73.3%) coordinators and 119/193 (61.7%) IFHs, and qualitative interviews were conducted with 24 coordinators and 72 IFHs. Researchers observed training at five sites, assessing fidelity, engagement and delivery quality. Questionnaire data were analysed descriptively, and qualitative data were analysed using framework analysis. Findings indicated that coordinators valued the train-the-trainer model, particularly information on formula feeding and antenatal discussions. IFHs found training engaging and felt prepared, though some were apprehensive about formula feeding support. While online training was convenient, challenges included monitoring discussions and role-play in breakout rooms. Most participants favoured a hybrid approach, with in-person sessions for interactive activities. Observations showed high training fidelity, participant engagement and confidence in delivering intervention components. The ABA-feed training was acceptable to coordinators and IFHs and was delivered with fidelity. Future training should adopt a hybrid approach, incorporating diverse resources and prioritising in-person interactive components such as role-play. Trial Registration: ISRCTN17395671

Behaviour change · Breastfeeding · Data collection · Intervention (counseling · Peer support · Qualitative property · Qualitative research · Training (meteorology · Breastfeeding Practices and Influences · Child Nutrition and Feeding Issues · Infant Development and Preterm Care

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