Efeito de uma tecnologia educativa na interação mãe-filho durante a amamentação avaliada pela escala interativa de amamentação: ensaio clínico randomizado

Abstract

Introduction: Exclusive breastfeeding (EBF) is essential for the health of the mother–infant dyad; however, its prevalence remains below national and global recommendations. In this context, educational technologies have emerged as promising strategies to promote breastfeeding and strengthen mother–infant interaction during the breastfeeding process. Objectives: This study aimed to evaluate the impact of an educational technology on the dynamic interaction between mother and child during exclusive breastfeeding. Methodology: This was a randomized controlled clinical trial with a quantitative approach, single-blind, conducted in Primary Health Care units in the municipalities of Itabaiana and Lagarto, Sergipe, Brazil. Pregnant women aged ≥18 years receiving prenatal care were randomly allocated into control and intervention groups. The intervention consisted of an educational serial album combined with postpartum follow-up. Mother–infant interaction was assessed using the Interactive Breastfeeding Scale at five time points: during pregnancy and at 7, 30, 90, and 180 days postpartum. Data were analyzed using descriptive and inferential statistics, including linear mixed-effects models, with a significance level of 5%. A total of 106 pregnant women were recruited, with a final sample of 53 participants. Results: The results demonstrated a stable trajectory of interaction scores over time, with no statistically significant differences between the groups. However, obstetric and sociodemographic variables were associated with interaction scores, particularly pregnancy planning, as mothers with unplanned pregnancies showed higher interaction scores in the immediate postpartum period. Conclusion: It is concluded that the educational technology did not produce significant differences in mother–infant interaction between groups; however, individual factors influenced this process, highlighting the need for personalized approaches in maternal and child care. This study contributes to advancing knowledge by integrating educational technology and systematic assessment of mother–infant interaction in the context of breastfeeding.