Which scenario action is associated with early feeding cues for the newborn in Susie Smith's module?

Which scenario action is associated with early feeding cues for the newborn in Susie Smith's module?

• A. Educate about CST
• B. Watch for early cues and begin feeding before crying occurs
• C. Record tocodynamics readings
• D. Administer oxytocin bolus

Answer: (B)

Recognizing and acting on early feeding cues is essential because it lets the infant be fed before distress escalates, promoting a smoother latch and more efficient milk transfer. Early cues—like rooting, turning toward the breast, hand-to-mouth movements, sucking, and being alert—signal readiness to feed. Initiating feeding at this point supports stable blood glucose, warmth, bonding, and calmer behavior, making the feeding session more successful. Waiting for crying tends to occur after hunger has progressed, which can make latching harder and the infant more irritable. The other options relate to labor or fetal monitoring rather than newborn feeding readiness. Educating about a labor procedure, recording uterine activity, or giving an oxytocin bolus are actions tied to intrapartum care, not interpreting newborn hunger cues.

Recognizing and acting on early feeding cues is essential because it lets the infant be fed before distress escalates, promoting a smoother latch and more efficient milk transfer. Early cues—like rooting, turning toward the breast, hand-to-mouth movements, sucking, and being alert—signal readiness to feed. Initiating feeding at this point supports stable blood glucose, warmth, bonding, and calmer behavior, making the feeding session more successful. Waiting for crying tends to occur after hunger has progressed, which can make latching harder and the infant more irritable.

The other options relate to labor or fetal monitoring rather than newborn feeding readiness. Educating about a labor procedure, recording uterine activity, or giving an oxytocin bolus are actions tied to intrapartum care, not interpreting newborn hunger cues.