Suskind Dana L, Leung Christy Y Y, Webber Robert J, Hundertmark Alison C, Leffel Kristin R, Fuenmayor Rivas Iara E, Grobman William A
1 University of Chicago Medicine, Chicago, IL, USA.
2 University of Chicago, Chicago, IL, USA.
Clin Pediatr (Phila). 2018 Jul;57(8):945-953. doi: 10.1177/0009922817737079. Epub 2017 Oct 26.
A total of 427 women (aged 18-45 years) who delivered a singleton neonate without serious medical complications were randomized to watch either an educational intervention (n = 225) or the sudden infant death syndrome (n = 202) video. Linear mixed models showed that the intervention women significantly gained knowledge over time. Knowledge gain was largest among high-socioeconomic status (high-SES) and middle-SES English-speaking, smaller among low-SES Spanish-speaking, and nonsignificant among low-SES English-speaking women. Analysis of deviance revealed that the intervention women of all SES learned strategies fostering secure attachment and language acquisition. Participants considered watching an educational video alongside the universal newborn hearing screening (UNHS) conveniently timed. The intervention women were more likely than the control women to recognize the importance of timely UNHS follow-up.
共有427名分娩单胎新生儿且无严重医疗并发症的18至45岁女性被随机分为两组，一组观看教育干预视频（n = 225），另一组观看婴儿猝死综合征视频（n = 202）。线性混合模型显示，随着时间推移，接受干预的女性显著增加了知识。知识增长在高社会经济地位（高SES）和中等SES的说英语女性中最大，在低SES的说西班牙语女性中较小，在低SES的说英语女性中不显著。偏差分析表明，所有SES的干预组女性都学到了促进安全依恋和语言习得的策略。参与者认为在进行普遍新生儿听力筛查（UNHS）的同时观看教育视频时间安排很方便。与对照组女性相比，干预组女性更有可能认识到及时进行UNHS后续检查的重要性。
