教育技术“索菲亚的故事”在早产儿过渡性护理和刺激中的有效性。
Effectiveness of the Educational Technology "Sophia's Story" in Transitional Care and Stimulation of Preterm Infants.
作者信息
Morelo Jamile Gregorio, Rena Pamela Brustolini Oliveira, Lemos Rayla Amaral, Melo Nádia Proença de, Veríssimo Maria de La Ó Ramallo
机构信息
Centro Universitário Senac, Unidade Tiradentes. São Paulo, São Paulo, Brazil.
Universidade Federal de Viçosa. Viçosa, Minas Gerais, Brazil.
出版信息
Rev Bras Enferm. 2025 Aug 22;78Suppl 1(Suppl 1):e20240393. doi: 10.1590/0034-7167-2024-0393. eCollection 2025.
OBJECTIVES
to evaluate the effectiveness of the educational technology "Sophia's Story: Battles and Triumphs of the Family in the Care and Development of the Premature Child" in promoting home-based stimulation for preterm infants and to assess associations between family, demographic, and behavioral factors and the promotion of home-based stimulation for preterm infants.
METHODS
a pragmatic, non-randomized clinical trial was conducted with 35 preterm infants discharged from the neonatal intensive care unit in each group, approved by a Research Ethics Committee. Caregivers received standardized hospital discharge guidance, with the educational technology provided to the experimental group. Home-based stimulation was assessed using the Infant-Toddler Home.
RESULTS
the experimental group obtained higher scores in the overall mean (p=0.001) and in the following subscales: absence of punishment and restriction (p=0.005); availability of materials, toys, and appropriate games (p=0.001); maternal involvement with the child (p=0.001); and opportunity for variation in daily stimulation (p=0.025).
CONCLUSIONS
exposure to the educational technology resulted in greater home-based stimulation, supporting transitional care.
目的
评估教育技术“索菲亚的故事：家庭在早产儿护理与成长中的挑战与胜利”在促进对早产儿进行家庭刺激方面的有效性，并评估家庭、人口统计学和行为因素与促进对早产儿进行家庭刺激之间的关联。
方法
开展了一项实用的非随机临床试验，每组有35名从新生儿重症监护病房出院的早产儿，该试验经研究伦理委员会批准。照顾者接受了标准化的出院指导，实验组接受了该教育技术。使用婴幼儿家庭环境量表对家庭刺激进行评估。
结果
实验组在总体平均分（p = 0.001）以及以下子量表中得分更高：无惩罚和限制（p = 0.005）；材料、玩具和合适游戏的可获得性（p = 0.001）；母亲与孩子的互动（p = 0.001）；以及日常刺激变化的机会（p = 0.025）。
结论
接触该教育技术可带来更多的家庭刺激，支持过渡性护理。
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