Table 2 The theoretical phases, the aimed clinical practices, and implementation strategies of the training program
Intervention | Effect on clinical practices | Strategy of implementation |
|---|---|---|
General features | Targeted to the whole multiprofessional NICU healthcare team | |
0. Pre intervention | Negotiation with leadership • timing • engagement • resources Audit of current practices | |
1. Phase I: Observation of infant behavior | The staff learn to observe infant behavior to identify each infant’s individual features and preferences; Staff learn to communicate about infants’ individuality | Theoretical education • Lectures • Demonstrations • Learning material (manual) Individual experiential learning • Mentoring: Bed-side observation practices with a mentor • Reflecting on the observation experiences Unit level experiential learning • Reflecting on new understanding or discoveries with colleagues |
2. Phase II: Joint observation | Staff learn to actively listen to parents’ perceptions about their infant through joint observations; Collaborative planning of infant care based on joint observations ➔ supporting partnership between staff members and parents | Theoretical education • Lectures • Demonstrations • Learning material (manual) Individual experiential learning • Mentoring: Bed-side joint observation practices with a mentor using ‘See Me Develop’a • Reflection on the observation experiences Unit level experiential learning • Reflecting on new understanding or discoveries with colleagues |
3. Phase III: Individual story of the family | Getting to know the individual story of the family and their infant; Developing empathy; Individualized plan about the parental participation in the care of their infant ➔ supporting partnership between staff members and parents | Theoretical education • Lectures • Demonstrations • Learning material (manual) Individual experiential learning • Mentoring: Bed-side semi-structured discussion practices using a modified version of the Clinical Interview for Parents of High-Risk Infants CLIP-Ia • Reflecting on the discussion practice with a mentor Unit level experiential learning • Reflecting on new understanding or discoveries with colleagues |
4. Phase IV: Family centered transition to home | Collaborative planning of transition to home; Shared decision-making; Including the parents in the healthcare team ➔ supporting the partnership between staff members and parents | Theoretical education • Lectures • Demonstrations • Learning material (manual), ‘Step toward home’a Healthcare team level experiential learning • Medical round observation practices • Reflection of the medical round observation with healthcare team |