Document Detail


Instituting parent education practices in the neonatal intensive care unit: an administrative case report of practice evaluation and statewide action.
MedLine Citation:
PMID:  22466024     Owner:  NLM     Status:  MEDLINE    
Abstract/OtherAbstract:
BACKGROUND AND PURPOSE: Infants born preterm are at high risk of developmental disabilities and benefit from early developmental intervention programs. Physical therapists with neonatal expertise are ideally suited to educate parents about ways to support their infant's development in the first months of life. However, administrative policies are needed to support the therapist in providing adequate parent education in the neonatal intensive care unit (NICU). This administrative case report describes the process used by a team of neonatal therapists to evaluate clinical practice, determine the need for change, and develop and implement a new parent education program in the NICU.
CASE DESCRIPTION: Physical therapy parent education practices were evaluated in an academic medical center with a 36-bed, level-3 NICU. Physical therapists with neonatal expertise covered multiple units within the hospital each day. A series of focus groups, a small descriptive study, and staff discussion were used to evaluate parent education practices in this academic medical center. A new parent education program was developed based on data collected and literature to improve clinical care.
OUTCOMES: The new parent education model was implemented over the course of several months using overlapping initiatives. Administrative support for the change was developed through collaboration, open communication, and presentation of clinical data. In addition, this hospital-based program contributed to the development of a statewide initiative to educate parents of preterm infants about the importance of supporting development in the first months of life.
DISCUSSION: A collaborative and data-driven approach to evaluating parent education practices supported the development of a new parent education practice while acknowledging the need to meet staff productivity standards and provide excellent care throughout the hospital.
Authors:
Stacey C Dusing; Catherine M Van Drew; Shaaron E Brown
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Publication Detail:
Type:  Journal Article; Research Support, N.I.H., Extramural; Research Support, U.S. Gov't, P.H.S.     Date:  2012-03-30
Journal Detail:
Title:  Physical therapy     Volume:  92     ISSN:  1538-6724     ISO Abbreviation:  Phys Ther     Publication Date:  2012 Jul 
Date Detail:
Created Date:  2012-07-03     Completed Date:  2012-09-20     Revised Date:  2013-08-16    
Medline Journal Info:
Nlm Unique ID:  0022623     Medline TA:  Phys Ther     Country:  United States    
Other Details:
Languages:  eng     Pagination:  967-75     Citation Subset:  AIM; IM    
Affiliation:
Department of Physical Therapy, Virginia Leadership Education in Neurodevelopmental Disabilities Program (Va-LEND), Virginia Commonwealth University,Richmond, VA 23298, USA. scdusing@vcu.edu
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MeSH Terms
Descriptor/Qualifier:
Adult
Child Development*
Female
Focus Groups
Humans
Infant, Newborn
Infant, Premature
Infant, Premature, Diseases / rehabilitation*
Intensive Care Units, Neonatal*
Male
Parents / education*
Physical Therapy Modalities*
Virginia
Grant Support
ID/Acronym/Agency:
1K12HD055931-01/HD/NICHD NIH HHS; L40 HD066651/HD/NICHD NIH HHS; M01 RR00065/RR/NCRR NIH HHS; T73MC00040//PHS HHS
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