Observation And Evaluation Nct

Description

In my first time attendance of the NCT Signature and breastfeeding course, I did not know what to expect and it has been quite a great experience to observe both due to their diverse layout. Both signature and breastfeeding had the same aim of empowering new parents and their setup was welcoming. The expectant parents seemed relaxed and had a great atmosphere although they had never met each other before. I easily fitted into the group and had an insight on why the practitioner used the setting in a circle method when leading the group. It creates a good connection and helps the group in making new friends. For those involved in healthcare research, seeking healthcare dissertation help can provide valuable support in understanding and implementing effective group settings and interactions.

I observed that the new parents were not only worried about breastfeeding and formula feeding but they also had many questions for their practitioner irrespective of the numerous information they obtained from various sources. My analysis of the whole setting made me realize that the parents required some clarifications and having the chance to attend the antenatal classes empowered them. When reflecting on the class layout, I think that it was a good learning technique from the practitioner to allow the parents to add their questions although there was a program to follow. In contrast with breastfeeding observation, the practitioner gave the expectant parents the liberty to write their questions and used them as the program. That created a sense of cooperation from everyone as they were all engaged in the learning (Allmark, 2017). It helped in keeping the group dynamics. The use of a parent-centered approach helped create trust between the group members.

I detected that the practitioner applied diverse communication skills during the learning period. Some of the communication methods used include body language, gestures, facial expressions, eye contact, pauses as well as head nodding. There was the application of inclusive language in their communication such as parenthood, baby care, breastfeeding, pain relief, latch, and attachment. The inclusive language aided the flow of the group discussion and everyone felt involved.

Both practitioners of the two groups had a good strategy for environmental adaptation. They ensured that the parents got a better understanding when meeting others in the same circumstance sharing the same anxiety of the unknown. It was amazing how they easily strengthened motivation as well as kept the group engaged. In my view, they got the opportunity to discuss and explore some of the challenges that they will soon be tackling. Their knowledge was also enhanced significantly on their roles and responsibilities in accomplishing parenthood (Rogers, 2007).

Focusing on the kinesthetic, visual and auditory styles that the breastfeeding counselor used, it encouraged the parents to interact with each and to explore natural breastfeeding positions. She also demonstrated other positions as well. The signature course, on the other hand, taught the use of practical skills which gave the expectant parents a good insight into the process of giving birth. It immensely built up their confidence and gave them a sense of achievement.

It came to my attention during the breastfeeding session that the practitioner never used any breast aid materials to demonstrate latching and attachment. Upon my inquiries on the matter, I realized that she had awareness of culture, social and physiological issues concerning the matter (NCT, 2018). The parents had a clear idea of how to attach their babies on the breast after watching the video. However, I was not entirely convinced that they grasped it without doing a practical demonstration. Thinking of my experience at the charity organization of new parents that I support with breastfeeding matters, some women who claim to have attended breastfeeding antenatal course before giving birth said that they had a struggle with breastfeeding because the reality was completely different when they tried attaching their babies (Cram & Gore, 2014). I think the practitioner should have sought the opinion of the expectant parents on breastfeeding demonstration. I believe the parents would have been comfortable with the latching demonstration as they would be doing it in their near future.

Giving the parent in the breastfeeding group the chance to ask questions during the classes instead of following her stipulated agenda showed her respect and expectation of parents` participation. The move of letting the signature group classes prepare their questions which were used for the class also demonstrated how much the practitioner valued their parents’ involvement (Allmark, 2017). In the group dynamics, the involvement of the expectant fathers in all the course activities made them realize that they could support their parents during child labour and early stages of breastfeeding (Kindred, 2011). The fathers felt empowered and optimistic after attending the classes.

I was impressed with how both the practitioners shared their knowledge with the groups. They offered examples and used reliable statistics as well as resources during their teaching. Their information and statistics were current as well as accurate based on the research and information on the topics.

The sessions both kept the signature and the breastfeeding framework as required since both practitioners used: Strategies and skills to help parents in their early parenthood. They he

They help them reduce isolation and promote positive mental health by creating and developing self-supporting groups.

My observation on the pace and the balancing of activities was that there was limited time for the practitioners to complete their lessons as expected. Keeping time was very difficult for the practitioners and they ran out of time. It was more evident in the signature class toward the end because they were rushing, thus took less time to perform some of the kinesthetic activities. Based on my experience, I have realized how active listening skills are significant. I have gained the knowledge of the problems new parents face in the community and support for my local community area. Talking to parents will grant me the opportunity to learn what is happening in my community and then put it in my practice to support new parents.

References

• Allmark, H. (2017) What do parents tell us. NCT Perspective. Issue 34. Available at:
• Cram, K & Gore, S. (2014) Nurturing the leaner: Creating a safe learning environment for parents. International journal of birth and parent education. 1(3), 45-47.
• Kindred, M and Kindred, M. (2011) A guide to Running and Participating in Successful Groups. 2nd edition. London: Jessica Kingsley Publishers.
• NCT. (2015) ‘Baths, Bottoms and Beyond’. NCT Perspective. Issue 28, Available at:
• NCT. (2018) How can dads and partners support breastfeeding. Available at: Accessed 18 NCT. (2018) The Infant Feeding Message Framework. Available at:
• NCT, (2018) The Updated NCT Signature antenatal course framework. Available at: NCT (2018) What parents need to know. Available at:
• Rogers, J. (2007) Adult Learning. 5 edition. Maidenhead: Open University Press.

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