Hall Sue L, Famuyide Mobolaji E, Saxton Sage N, Moore Tiffany A, Mosher Sara, Sorrells Keira, Milford Cheryl A, Craig Jenene
St John's Regional Medical Center, Oxnard, California (Dr Hall); Division of Neonatology, University of Mississippi Medical School, Jackson (Dr Famuyide); Departments of Pediatrics and Neonatology, Oregon Health & Science University, Portland (Dr Saxton); College of Nursing, University of Nebraska Medical Center, Omaha (Dr Moore); Patient+Family Care, Bend, Oregon (Ms Mosher); Preemie Parent Alliance, Jackson, Mississippi (Ms Sorrells); Cheryl Milford Consulting, Manhattan Beach, California (Ms Milford); and Brenau University School of Occupational Therapy, Gainesville, Georgia (Dr Craig).
Adv Neonatal Care. 2019 Dec;19(6):490-499. doi: 10.1097/ANC.0000000000000649.
Provider-parent communication is a critical determinant of how neonatal intensive care unit (NICU) parents cope, yet staff feel inadequately trained in communication techniques; many parents are not satisfied with the support they receive from hospital providers.
This study evaluated whether NICU staff would demonstrate improved knowledge and attitudes about providing psychosocial support to parents after taking an online course.
After providing demographic information, staff at 2 NICUs took a 33-item survey both before and after taking a 7-module online course "Caring for Babies and Their Families," and again at 6-month follow-up. Scores (means ± standard deviation) from all time periods were compared and effect sizes calculated for each of the course modules.
NICU staff participants (n = 114) included nurses (88%), social workers (7%), physicians (4%), and occupational therapists (1%). NICU staff showed significant improvement in both knowledge and attitudes in all modules after taking the course, and improvements in all module subscores remained significant at the 6-month follow-up mark. Night staff and staff with less experience had lower pretest scores on several items, which improved on posttest.
This course, developed by an interprofessional group that included graduate NICU parents, was highly effective in improving staff knowledge and attitudes regarding the provision of psychosocial support to NICU parents, and in eliminating differences related to shift worked and duration of work experience in the NICU.
Future research should evaluate course efficacy across NICU disciplines beyond nursing, impact on staff performance, and whether parent satisfaction with care is improved.
医护人员与家长之间的沟通是新生儿重症监护病房（NICU）家长应对方式的关键决定因素，但工作人员感觉自己在沟通技巧方面缺乏足够的培训；许多家长对医院医护人员提供的支持不满意。
本研究评估了NICU工作人员在参加在线课程后，在为家长提供心理社会支持方面的知识和态度是否会有所改善。
在提供人口统计学信息后，两家NICU的工作人员在参加一个由7个模块组成的在线课程“照顾婴儿及其家庭”之前和之后，以及在6个月的随访时，都进行了一项包含33个项目的调查。比较了所有时间段的得分（均值±标准差），并计算了每个课程模块的效应量。
NICU工作人员参与者（n = 114）包括护士（88%）、社会工作者（7%）、医生（4%）和职业治疗师（1%）。参加课程后，NICU工作人员在所有模块的知识和态度方面都有显著改善，并且在6个月的随访时，所有模块子得分的改善仍然显著。夜班工作人员和经验较少的工作人员在几个项目上的预测试得分较低，在测试后有所提高。
该课程由一个包括NICU毕业生家长在内的跨专业团队开发，在提高工作人员关于为NICU家长提供心理社会支持的知识和态度方面非常有效，并且消除了与轮班工作和在NICU的工作经验时长相关的差异。
未来的研究应该评估该课程在NICU护理以外的各学科中的效果、对工作人员表现的影响，以及家长对护理的满意度是否得到提高。
