Profile of tutors in the Working Woman who Breastfeeds action in the state of Paraná: a cross-sectional study

Fróis, Laudicéia Ferreira; Michenko, Lays; Silva, Naély Cristine de Almeida da; Souza, Tamara da Paz de; Piassetta, Gisella Sanches Henle; Silva, Adriella Camila Gabriela Fedyna da Silveira Furtado da; Teixeira, Lílian Gonçalves; Souza, Carolina Belomo de

doi:10.1590/2317-6369/20824pt2025v50eddsst10

person Laudicéia Ferreira Fróis

contributed to the conception and design of the study · data collection, analysis, interpretation · drafting, and critical revisions of the manuscript · The authors have approved the final version and take full public responsibility for the work carried out and the content published

schoolUniversidade Federal de Ouro Preto. Ouro Preto, MG, Brazil.schoolUniversidade Federal de Lavras. Lavras, MG, Brazil.

0000-0002-8514-2600

person Lays Michenko

contributed to the conception and design of the study · data collection, analysis, interpretation · drafting, and critical revisions of the manuscript · The authors have approved the final version and take full public responsibility for the work carried out and the content published

schoolUniversidade Positivo. Curitiba, PR, Brazil.

0009-0009-9061-6960

person Naély Cristine de Almeida da Silva

contributed to the conception and design of the study · data collection, analysis, interpretation · drafting, and critical revisions of the manuscript · The authors have approved the final version and take full public responsibility for the work carried out and the content published

schoolUniversidade Positivo. Curitiba, PR, Brazil.

0009-0005-9634-1882

person Tamara da Paz de Souza

contributed to the conception and design of the study · data collection, analysis, interpretation · drafting, and critical revisions of the manuscript · The authors have approved the final version and take full public responsibility for the work carried out and the content published

schoolUniversidade Positivo. Curitiba, PR, Brazil.

0000-0001-5127-9847

person Gisella Sanches Henle Piassetta

contributed to the conception and design of the study · data collection, analysis, interpretation · drafting, and critical revisions of the manuscript · The authors have approved the final version and take full public responsibility for the work carried out and the content published

schoolSecretaria Estadual de Saúde do Paraná. Curitiba, PR, Brazil.

0009-0001-3424-5749

person Adriella Camila Gabriela Fedyna da Silveira Furtado da Silva

contributed to the conception and design of the study · data collection, analysis, interpretation · drafting, and critical revisions of the manuscript · The authors have approved the final version and take full public responsibility for the work carried out and the content published

schoolUniversidade Positivo. Curitiba, PR, Brazil.

0000-0002-8303-7719

person Lílian Gonçalves Teixeira

contributed to the conception and design of the study · data collection, analysis, interpretation · drafting, and critical revisions of the manuscript · The authors have approved the final version and take full public responsibility for the work carried out and the content published

schoolUniversidade Federal de Lavras. Lavras, MG, Brazil.

0000-0003-4682-8594

person Carolina Belomo de Souza

contributed to the conception and design of the study · data collection, analysis, interpretation · drafting, and critical revisions of the manuscript · The authors have approved the final version and take full public responsibility for the work carried out and the content published

schoolUniversidade Federal de Lavras. Lavras, MG, Brazil.schoolUniversidade Federal do Paraná. Curitiba, PR, Brazil.

0000-0002-5813-5747

personContact: Carolina Belomo de Souza. E-mail: carolina.belomo@ufpr.br

Competing interests:

The authors declare that there are no competing interests.

Editor-in-Chief:

Leila Posenato Garcia

Tutor profile	- Name - Age - E-mail - Telephone - Academic background - Are you an WWB tutor? - Do you want to continue working as an WWB tutor? - What year did you graduate from the WWB tutor course? - What is your scope of action and public service? - In which municipality do you currently work as an WWB tutor?
Actions taken	- Have you ever worked with a company as an WWB tutor? (If yes, please give the name of the company) - Do you monitor the company(ies) that have adhered to the proposals of the WWB actions under your responsibility and feed them into the “WWB Monitoring System”? (If so, how often) - Do you participate in meetings with managers within the WWB? (If so, how often) - Do you help publicize WWB activities in your area? (If so, how often) - Do you have an open communication channel with the local WWB Group and do you contact them whenever necessary? (If yes, please state the means of dissemination) - How much do you feel able to discuss the laws that favor breastfeeding in the workplace? (Answers on a 4-point likert scale) - What is your level of confidence in supporting companies in relation to the WWB? (Answers on a 4-point likert scale) - How much do you feel able to contribute and help the projects proposed by the WWB action with your knowledge? Answers on a 4-point likert scale)
Strengths and difficulties	- Comment on what you think makes it easier for you to act as an WWB tutor - Comment on what you think makes it difficult for you to act as an WWB tutor

	n
Age
18-40 years	8
> 40 years	11
Sex
Female	18
Male	1
Academic background
Medicine	1
Nursing	10
Pharmacy	1
Speech therapy	1
Psychology	1
Occupational therapy	1
Nutrition	3
Training time
≤ 7 years	5
> 7 years	14
Scope of action
Municipal (central level/WWB coordination)	1
Municipal (Health Unit)	2
State (central level)	3
State (regional health office)	13
Distribution of tutors in the state
East macro-regional (Curitiba, São José dos Pinais, and Fazenda Rio Grande - 2nd RS; Ponta Grossa - 3rd RS)	11
Northwest macro-regional (Maringá - 15th RS and Campo Mourão - 11th RS)	2
Western macro-regional (Francisco Beltrão - 8th RS and Cascavel - 10th RS)	2
Northern macro-regional (Umuarama - 12th RS, Apucarana - 16th RS and Ivaiporã - 22nd RS)	3
No answer	1

Variable	n
Have you accompanied/are you accompanying a company as an WWB tutor?
Yes	7
No	12
Do you monitor the company(ies) that have adhered to the WWB action proposals under your responsibility and feed them into the WWB Monitoring System?
Yes	4
No	15
Do you participate in meetings with managers within the WWB?
Yes	11
No	8
Do you help publicize WWB activities in your area?
Yes	19
No	-
Do you have an open communication channel with the local WWB Group and do you contact them whenever necessary?
Yes	11
No	8
Dissemination strategies*
Social media**	6
Others	14
How much do you feel able to discuss the laws that favor breastfeeding in the workplace?
Not at all confident	-
Low on confidence	11
Confident	6
Very confident	2
How capable do you feel of helping companies set up an BSR?
Not at all confident	1
Low on confidence	4
Confident	12
Very confident	2
How capable do you feel of carrying out all the activities planned for the WWB tutor?
Not at all confident	-
Low on confidence	10
Confident	8
Very confident	1

Strengths
Themes	Mentions	Number of mentions
Accessibility and Resources for Support	“Materials available to guide companies (T1)”; “Easy access to child-friendly hospitals and milk banks (T2)”; “My workplace (T14)”; “Being accessible to help companies (T9)”; “Communication (T15)”	5
Interest in and recognition of the importance of the topic	“Loving breastfeeding and being an advocate for children’s health. Believing in the SUS (T4)”; “It’s an interesting topic and one I enjoy sharing (T5)”; “Believing that breastfeeding is essential for human development, and supporting the cause of women who work and can’t continue breastfeeding their children (T6)”; “The subject of breastfeeding (T11)”; “Believing in the project (T9)”; “Working with the subject on a daily basis (T14)”; “Interest in and recognition of the importance of this subject (T18); “Interest in the subject (T19)”.	8
Institutional support network	“Support from the other members of the Regional team and their knowledge of the companies (T7)”; “Being part of the Regional Health Department (T8)”; “Support from state references (T10)”; “Coordination/leadership supports and encourages (T12)”; “Support from SESA’s child and adolescent division (T16)”; “Being included in the local group of WWB tutors (T17)”	6
Difficulties
Lack of time and work overload	“Availability of time (T1)”; “Lack of time (T2)”; “The time available for this activity, fitting it into the personal and professional routine (T4)”; “Overload of activities and other work schedule commitments (T8)”; “Lack of availability, as there are several other demands to develop in my sector (T9)”; “Reduced team, associated with the position of head that requires other responsibilities (T10)”; “Work overload (T11)”; “Overload of functions (T12)”; “Time (T13)”; “A lot of work demands in the regional office (T14)”; “Concentration of many activities in just one person (T16 )”;	12
Lack of experience	“Lack of maternal experience (T5)”; “As I’ve only been at the Regional Office for a short time (4 months), I have little experience with the subject (T7)”; “Lack of practical experience (T15)”;	3
Lack of encouragement and coordination from the government	“There’s no financial incentive (T6)”; “It’s not a legal obligation and there’s no government counterpart (T11)”; “There’s a lack of coordination between the spheres of government to plan and execute (T19)”	3
Lack of interest from companies	“Lack of feedback from companies when scheduling a visit (T18)”	1

[TFN1001] Source: Own elaboration.

Profile of tutors in the Working Woman who Breastfeeds action in the state of Paraná: a cross-sectional study

Abstract