Miller M, Mutton C, Williams B F
Neonatal Netw. 1993 Oct;12(7):37-42.
Participation of NICU staff in special education teacher training is discussed as a method for improving follow-up care of high-risk infants and for helping agencies comply with Public Law 99-457, which mandates services for disabled preschoolers and encourages intervention for infants and toddlers. Through a collaborative training program involving a medical center and a university, education students spent 15 to 20 hours in the NICU. Nurses gained a greater understanding of community-based early intervention programs and available providers and made referrals with more confidence. Student teachers witnessed the medical conditions and treatments experienced by NICU patients, gaining an understanding of the types of medical histories their future clients would have. The collaborating hospital developed working relationships with agencies that provide follow-up care to NICU graduates. The article discusses medical and educational models of care, implications and benefits of incorporating developmental care into NICU practice, effects of the law on early intervention programs, and features of the model collaborative program.
讨论了新生儿重症监护室（NICU）工作人员参与特殊教育教师培训的情况，这是一种改善高危婴儿后续护理以及帮助相关机构遵守《公法99 - 457》的方法，该法律规定为残疾学龄前儿童提供服务，并鼓励对婴幼儿进行干预。通过一个涉及医疗中心和大学的合作培训项目，教育专业学生在新生儿重症监护室花费了15至20个小时。护士们对基于社区的早期干预项目和可用的服务提供者有了更深入的了解，并更自信地进行转诊。实习教师见证了新生儿重症监护室患者所经历的医疗状况和治疗过程，从而了解了他们未来服务对象的病史类型。合作医院与为新生儿重症监护室出院患儿提供后续护理的机构建立了工作关系。本文讨论了医疗和教育护理模式、将发育护理纳入新生儿重症监护室实践的意义和益处、该法律对早期干预项目的影响以及合作示范项目的特点。
