1Doctoral Candidate, Department of Nursing, Wonkwang University, Iksan ‧ Charge Nurse, Department of Nursing, Wonkwang University Hospital, Iksan, Korea
2Graduate Student, Department of Nursing, Wonkwang University, Iksan, Korea
3Associate Professor, Department of Nursing, Wonkwang University, Iksan, Korea
Copyright © 2022 Korean Academy of Child Health Nursing.
This is an Open Access article distributed under the terms of the Creative Commons Attribution NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/) which permits unrestricted noncommercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Authors' contribution
Conceptualization: all authors; Data collection, Formal analysis: all authors; Writing-original draft, Writing-review and editing: all authors; Final approval of published version: all authors.
Conflict of interest
No existing or potential conflict of interest relevant to this article was reported.
1st author (year) [R] | Academic field | Research nation | Study design | Subject (sample size) | Study aim | Key finding |
---|---|---|---|---|---|---|
Altimier (2016) [1] | Nursing | USA | Model development | Not applicable | To provide the neonatal integrative developmental care model | . The seven neuroprotective core measures presented by the lotus flower illustration are: healing environment, partnering with infants' families, positioning and handling, safeguarding sleep, minimizing stress and pain, protecting skin, and optimizing nutrition. |
Austin (2019) [17] | Nursing | South Africa | Qualitative study | NICU RNs (14) | To explore compliance with DSC care prin- ciples implemented in a South African NICU. | . Three main themes were included value of DSC, nature of DSC, and barriers to DSC. |
Baghlani (2019) [33] | Nursing | Iran | Cross-sectional study | NICU nurses (120) | To assess nurses' knowledge and perception of NIDCAP | . The majority of nurses participating in the study had high knowledge about NIDCAP. |
Charafeddine (2020) [20] | Medicine | Lebanon | Cross-sectional anonymous online survey | NICU staff (RNs 29, physicians 28) | To assess the perceptions and experience of NICU staff during NIDCAP implementation | . In a low-/middle-income country, the implementation of NIDCAP was perceived as a positive experience for both nurses and doctors. |
Coughlin (2009) [6] | Nursing | USA | Literature review | Papers (do not report) | To discuss core measures for DSC in NICU | . Five core measure sets for evidence-based DSC were evaluated: protected sleep, pain and stress assessment and management, developmental activities of daily living, FCC, and healing environment. |
Esser (2018) [8] | Nursing | USA | Literature review | Not applicable | To review how DSC can be optimally integrated with diapering in NICU | . Neurodevelopmental opportunities to expand DSC into diapering care are identified; protecting and promoting sleep for preterm infants, enhancing the diapering environment, minimizing stress that infants may experience with diapering, improving infant's skin health outcomes, and fostering family involvement. |
Fawzia (2017) [16] | Nursing | Egypt | Control group pretest-posttest quasi-experimental study | Preterm infant (EG 28, CG 28) | To evaluate the effectiveness of DSP | . Premature infants with DSP had acceptable positions and had lower pain scores. |
Griffiths (2019) [7] | Medicine | Australia | Literature review | Papers (do not report) | To guide practice recommendations for the application of DSC to clinicians. | . Key components of neuroprotective DSC were as follows: minimizing parent and infant separation, maintaining supportive sensory environment, protecting sleep, feeding, providing skin to skin care, managing pain and stress, encouraging caregiving interactions, positioning, supporting continuity in caregiving, and providing staff training. |
Halder (2015) [26] | Medicine | India | Literature review | Not applicable | To briefly review current literature | . The practices of DSC are: anytime access of mothers to babies, messages regarding infants, nesting, and proper handling. |
. DSC is aimed at decreasing the stress levels in infants by individualized care that also involves the infant's family. | ||||||
Hong (2020) [19] | Nursing | South Korea | Descriptive study | NICU nurses (139) | To identify factors related to DCS performance among NICU nurses | . More than half of the subjects responded that they had never received DSC education. |
. For 89.6% of those who had received DSC education, it was a one-time event. | ||||||
. Nursing work environment and DSC perceptions influenced DSC performance. | ||||||
Jannes (2020) [15] | Medicine | Germany | Prospective multicenter study | Parents (1,277) | To assess the impact of organizational FCC characteristics at German NICUs on the satisfaction of parents | . The provision of DSC and unrestricted visiting hours to foster the parent–infant interaction significantly contributes to the satisfaction of parents. |
Kaye (2016) [27] | Nursing | Australia | Historical trends | Not applicable | To provide a historical overview of developmental care | . DSC is described as a philosophy of care that requires rethinking the relationships between healthcare providers, infants, and families. |
. Various models of DSC include a variety of activities designed to manage the environment and individualize the care provided to preterm and high-risk infants. | ||||||
Khawash (2018) [32] | Medicine | India | Literature review | Not applicable | To identify training modules of NICU staff in early DCS for newborns | . Neuromotor module trains NICU staff regarding the importance of individualized positioning and optimal handling of high-risk infants in the NICU. |
. Neurosensory module aims to train NICU staff on providing sensory neuroprotective care including tactile, auditory, visual, olfactory, and gustatory modalities, protecting sleep, and managing pain and the healing environment. | ||||||
. The module on strategies included feeding practices and KMC. | ||||||
Kim (2018) [30] | Nursing | South Korea | Cross-sectional descriptive correlation study | NICU nurses (131) | To assess the knowledge and performance of DSP for preterm infants among NICU nurses | . NICU nurses' mean score of DSP knowledge was 24.7 out of 33.0, and DSP performance was 3.2 out of 4.0. |
. A positive correlation was found between knowledge and performance of DSP. | ||||||
Kim (2016) [28] | Nursing | South Korea | Scale development | NICU nurses (122) | To develop and evaluate the Developmental Support Competency Scale for Nurses | . The Developmental Support Competency Scale for Nurses was a 4-point Likert type scale, consisting of 19 items. |
. The following six factors were derived: environmental support (4 items), parental support (3), interaction (3), critical thinking (3), professional development (3), and partnership (3). | ||||||
Kim (2014) [5] | Nursing | South Korea | Concept analysis | Papers (77), NICU RNs (5) | To define and clarify the concept of DSC for preterm infants | . For the nursing practice, resembling the intrauterine state, individualization, interaction, and integrative care with awareness of development were attributes of DSC. |
. For FCC, supporting parental attachment and professional alliance were attributes of DSC. | ||||||
Luu (2017) [29] | Medicine | Canada | Control group pretest-posttest quasi-experimental study | Infants (EG 55, CG 52) | To test the acceptability of the intervention and assess infants' neurodevelopmental and parental outcomes | . The acceptability of the program was high among parents. |
. No differences were found in infants' neurodevelopmental and parental outcomes. | ||||||
Mohammed (2018) [3] | Nursing | Egypt | Single-group pretest and posttest quasi-experimental design | NICU nurses (50) | To investigate the effect of a preterm infants' DCS program on NICU nurses' performance | . Nurses had a good performance score on DSC immediately after the intervention, and it decreased after 3 months of the intervention. |
Mohammed (2014) [25] | Nursing | Egypt | Single-group pretest and posttest quasi-experimental design | NICU nurses (40), Newborn babies (40) | To evaluate the effect of DSC training program during tub bath | . The level of nurses' performance increased significantly after the DSC training program. |
. The mean NBAS scores all significantly improved after the training DSC program. | ||||||
. The infants exhibited less stress and greater comfort during tub baths after the training DSC program. | ||||||
Nejad (2018) [31] | Medicine | Iran | Cross-sectional descriptive study | NICU (23) | To assess the DSC situation in Iranian NICUs and to design and provide clinical DSC guidelines for health care providers and the infant's family | . The low mean score of infant-centered DSC implies that the healthcare provider require support and training in order to focus on quality DSC, and that inadequate attention is given to the infant and family as active members in care. |
Sathish (2019) [4] | Nursing | India | Control group pretest-posttest quasi-experimental study | level III B NICU nurses (EG 25, CG 25) | To enhance NICU nurses' abilities of DSC practices | . The DSC program had a significant impact on improving NICU nurses' ability to prevent complications and provide DSC to preterm infants. |
Zhang (2016) [18] | Nursing | China | Descriptive, cross-sectional exploratory study | NICU RNs (207) | To describe levels of DSC nursing practices among NICU nurses | . Chinese NICU nurses are not implementing DSC consistently. |
. The significant predictors for lower implementation of DSC: higher patient caseloads, fewer work hours per day, higher level of education, and fewer years worked in NICUs. | ||||||
. Chinese NICU nurses carry out DSC mainly based on their accumulated clinical experience rather than their educational experience. |
CG, control group; DSC, developmentally supportive care; DSP, developmentally supportive positioning; EG, experimental group; FCC, family-centered care; KMC, kangaroo mother care; NBAS, neonatal behavioral assessment scale; NICU, neonatal intensive care unit; NIDCAP, newborn individualized developmental care and assessment program; [R], reference number; RN, registered nurse.
Categories | Characteristics |
Total (n=22) |
2009-2010 (n=1) |
2011-2015 (n=3) |
2016-2020 (n=18) |
---|---|---|---|---|---|
n (%) | n (%) | n (%) | n (%) | ||
Academic field | Nursing | 15 (68.2) | 1 (100.0) | 2 (66.7) | 12 (66.7) |
Medicine | 7 (31.8) | - | 1 (33.3) | 6 (33.3) | |
Research nation | South Korea | 4 (18.5) | - | 1 (33.3) | 3 (16.5) |
USA | 3 (13.6) | 1 (100.0) | - | 2 (11.1) | |
Egypt | 3 (13.6) | - | 1 (33.3) | 2 (11.1) | |
India | 3 (13.6) | - | 1 (33.3) | 2 (11.1) | |
Iran | 2 (9.1) | - | - | 2 (11.1) | |
Australia | 2 (9.1) | - | - | 2 (11.1) | |
Canada | 1 (4.5) | - | - | 1 (5.6) | |
China | 1 (4.5) | - | - | 1 (5.6) | |
South Africa | 1 (4.5) | - | - | 1 (5.6) | |
Lebanon | 1 (4.5) | - | - | 1 (5.6) | |
Germany | 1 (4.5) | - | - | 1 (5.6) | |
Study design | Literature review | 6 (27.3) | 1 (100.0) | 1 (33.3) | 4 (22.2) |
Experimental study | 6 (27.3) | - | 1 (33.3) | 5 (27.8) | |
Descriptive study | 6 (27.3) | - | - | 6 (33.3) | |
Concept analysis | 1 (4.5) | - | 1 (33.3) | - | |
Methodological study | 2 (9.1) | - | - | 2 (11.1) | |
Qualitative study | 1 (4.5) | - | - | 1 (5.6) | |
Subjects* | (n=15) | (n=0) | (n=2) | (n=13) | |
NICU nurse | 11 (73.3) | - | 2 (100.0) | 9 (69.2) | |
Infant | 3 (20.0) | - | 1 (50.0) | 2 (15.4) | |
Parent | 1 (6.7) | - | - | 1 (7.7) | |
NICU | 1 (6.7) | - | - | 1 (7.7) |
First author [R] |
Family-centered care |
Healing environment |
Positioning |
Oral feeding support |
Pain and stress management |
Protected sleep |
Handling |
Skin care |
Sensory stimulation |
Others |
---|---|---|---|---|---|---|---|---|---|---|
n (%) | n (%) | n (%) | n (%) | n (%) | n (%) | n (%) | n (%) | n (%) | n (%) | |
11 (84.6) | 11 (84.6) | 10 (76.9) | 8 (61.5) | 8 (61.5) | 7 (53.8) | 5 (38.5) | 4 (30.8) | 2 (15.4) | 7 (53.8) | |
Altimier [1] | ● | ● | ● | ● | ● | ● | ● | ● | ||
Coughlin [6] | ● | ● | ● | ● | ● | ● | ● | |||
Esser [8] | ● | ● | ● | ● | ● | ● | ||||
Griffiths [7] | ● | ● | ● | ● | ● | ● | ● | ․ Continuity in caregiving | ||
․ Staff education and training | ||||||||||
Halder [26] | ● | ● | ● | ● | ․ Containment | |||||
Kaye [27] | ● | ● | ● | ● | ||||||
Khawash [32] | ● | ● | ● | ● | ● | ● | ● | ● | ||
Kim [5] | ● | ● | ․ Integrative care with awareness of development | |||||||
․ Individualization | ||||||||||
Luu [29] | ● | ● | ● | ․ Infant behavioral cues | ||||||
Mohammed [3] | ● | ● | ● | ● | ․ Containment | |||||
Mohammed [25] | ● | ● | ● | ● | ||||||
Nejad [31] | ● | ․ Supporting the infants' state organization | ||||||||
․ Documentation for DSC | ||||||||||
․ NICU staffing for DSC | ||||||||||
Sathish [4] | ● | ● | ● | ● | ● | ● | ● | ● | ․ Understanding preterm behavioral development |
First author [R] | Name of intervention | Theoretical framework | Subject | Method and materials | Experime ntal period | Sessions/time per session (minute) | Follow-up period | Measurement | Contents | ||
---|---|---|---|---|---|---|---|---|---|---|---|
Fawzia [16] | ․Developmentally supportive positioning | ․NA | ․Preterm infants | ․Developmentally supportive positioning practices | ․7 days | ․NA/ 24 hours | ․NA | ․Infant position assessment tool | ․Providing nest during morning routine nursing care | ||
․Preterm infant pain profile | ․Appling Snuggle-Up similar to the uterus | ||||||||||
․Appling Bendy Bumper similar to the abdominal wall muscle | |||||||||||
Griffiths [7] | ․Individualized developmental care | ․Synactive theory of infant development | ․Clinicians | ․NA | ․NA | ․NA | ․NA | ․NA | ․Minimizing parent and infant separation | ||
․Maintaining supportive sensory environment | |||||||||||
․Protecting sleep | |||||||||||
․Feeding | |||||||||||
․Providing skin-to-skin care | |||||||||||
․Providing stress and pain management | |||||||||||
․Fostering interactions | |||||||||||
․Applying positioning | |||||||||||
․Supporting continuity in caregiving | |||||||||||
․Providing staff education and training | |||||||||||
Luu [29] | ․Mieux Agir au Quotidien | ․NA | ․Parents of preterm infants | ․Workshop | ․NR | ․Workshop: 3/ 1 hour | ․4-and 12-months, CA | ․Parental cognitions and conduct toward the infant scale | [Workshop] | ||
․Web-based platform | ․Web-based module: 4/ NR | ․Infant behavioral cues | |||||||||
- Written materials | ․Parenting stress index–short form | ․Flexion positioning | |||||||||
- Videotaped materials | ․Bates' infant characteristic questionnaire | ․Parent-infant interactions | |||||||||
․Bayley scales of infant and toddler development | [Web-based module] | ||||||||||
․Infant behavioral cues | |||||||||||
․Alberta infant motor scales | ․Flexion positioning | ||||||||||
․Oral feeding support (including nonnutritive sucking) | |||||||||||
․Parent-infant interactions | |||||||||||
Mohammed [3] | ․Preterm neonates' developmental supportive care program | ․Developmental clinical care guidelines | ․Nurse in NICU | ․Lectures | ․2 weeks | ․2/45 | ․3 months | ․Nurses' performance observational checklist | ․Definition of DSC | ||
․Group discussion | ․Benefits of applying developmental elements of DC | ||||||||||
․Simulation | ․Reducing light and noise | ||||||||||
․Demonstration | ․Positioning and postural support | ||||||||||
․Poster | ․Non-nutritive sucking | ||||||||||
․Video film | ․Skin to skin care using kangaroo care | ||||||||||
․PowerPoint presentation | |||||||||||
․Booklet | |||||||||||
Mohammed [25] | ․ DSC training program | ․ NA | ․ Neonatal nurses | ․ Illustrated Arabic booklet | ․ 2 weeks | ․ 4/not report | ․ NA | ․ Interview | ․ Characteristics of neonates | ||
․Neonatal behavioral assessment scale | ․ Behavioral cues of neonates | ||||||||||
․Observational checklist | ․ DC | ||||||||||
․ Nurses' role in DSC | |||||||||||
- Positioning | |||||||||||
- Lighting | |||||||||||
- Noise control | |||||||||||
- Nonnutritive sucking | |||||||||||
- Auditory, tactile, olfactory, gustatory, vestibular stimulation | |||||||||||
Sathish [4] | ․ DSC program | ․ Neonatal integrative develop-mental care model | ․ NICU nurses | ․ NR | ․ 4 weeks | ․ 7/45 | ․ 1 week | ․ DSC knowledge | ․Preterm infants and fetal brain development | ||
․ DSC observational checklist | ․Preterm behavioral development | ||||||||||
․Minimizing stress and pain | |||||||||||
․Safeguarding sleep | |||||||||||
․Positioning and handling | |||||||||||
․Protecting skin | |||||||||||
․Optimizing nutrition | |||||||||||
․Healing environment in the neonatal unit | |||||||||||
․Partnering with families |
1st author (year) [R] | Academic field | Research nation | Study design | Subject (sample size) | Study aim | Key finding |
---|---|---|---|---|---|---|
Altimier (2016) [1] | Nursing | USA | Model development | Not applicable | To provide the neonatal integrative developmental care model | . The seven neuroprotective core measures presented by the lotus flower illustration are: healing environment, partnering with infants' families, positioning and handling, safeguarding sleep, minimizing stress and pain, protecting skin, and optimizing nutrition. |
Austin (2019) [17] | Nursing | South Africa | Qualitative study | NICU RNs (14) | To explore compliance with DSC care prin- ciples implemented in a South African NICU. | . Three main themes were included value of DSC, nature of DSC, and barriers to DSC. |
Baghlani (2019) [33] | Nursing | Iran | Cross-sectional study | NICU nurses (120) | To assess nurses' knowledge and perception of NIDCAP | . The majority of nurses participating in the study had high knowledge about NIDCAP. |
Charafeddine (2020) [20] | Medicine | Lebanon | Cross-sectional anonymous online survey | NICU staff (RNs 29, physicians 28) | To assess the perceptions and experience of NICU staff during NIDCAP implementation | . In a low-/middle-income country, the implementation of NIDCAP was perceived as a positive experience for both nurses and doctors. |
Coughlin (2009) [6] | Nursing | USA | Literature review | Papers (do not report) | To discuss core measures for DSC in NICU | . Five core measure sets for evidence-based DSC were evaluated: protected sleep, pain and stress assessment and management, developmental activities of daily living, FCC, and healing environment. |
Esser (2018) [8] | Nursing | USA | Literature review | Not applicable | To review how DSC can be optimally integrated with diapering in NICU | . Neurodevelopmental opportunities to expand DSC into diapering care are identified; protecting and promoting sleep for preterm infants, enhancing the diapering environment, minimizing stress that infants may experience with diapering, improving infant's skin health outcomes, and fostering family involvement. |
Fawzia (2017) [16] | Nursing | Egypt | Control group pretest-posttest quasi-experimental study | Preterm infant (EG 28, CG 28) | To evaluate the effectiveness of DSP | . Premature infants with DSP had acceptable positions and had lower pain scores. |
Griffiths (2019) [7] | Medicine | Australia | Literature review | Papers (do not report) | To guide practice recommendations for the application of DSC to clinicians. | . Key components of neuroprotective DSC were as follows: minimizing parent and infant separation, maintaining supportive sensory environment, protecting sleep, feeding, providing skin to skin care, managing pain and stress, encouraging caregiving interactions, positioning, supporting continuity in caregiving, and providing staff training. |
Halder (2015) [26] | Medicine | India | Literature review | Not applicable | To briefly review current literature | . The practices of DSC are: anytime access of mothers to babies, messages regarding infants, nesting, and proper handling. |
. DSC is aimed at decreasing the stress levels in infants by individualized care that also involves the infant's family. | ||||||
Hong (2020) [19] | Nursing | South Korea | Descriptive study | NICU nurses (139) | To identify factors related to DCS performance among NICU nurses | . More than half of the subjects responded that they had never received DSC education. |
. For 89.6% of those who had received DSC education, it was a one-time event. | ||||||
. Nursing work environment and DSC perceptions influenced DSC performance. | ||||||
Jannes (2020) [15] | Medicine | Germany | Prospective multicenter study | Parents (1,277) | To assess the impact of organizational FCC characteristics at German NICUs on the satisfaction of parents | . The provision of DSC and unrestricted visiting hours to foster the parent–infant interaction significantly contributes to the satisfaction of parents. |
Kaye (2016) [27] | Nursing | Australia | Historical trends | Not applicable | To provide a historical overview of developmental care | . DSC is described as a philosophy of care that requires rethinking the relationships between healthcare providers, infants, and families. |
. Various models of DSC include a variety of activities designed to manage the environment and individualize the care provided to preterm and high-risk infants. | ||||||
Khawash (2018) [32] | Medicine | India | Literature review | Not applicable | To identify training modules of NICU staff in early DCS for newborns | . Neuromotor module trains NICU staff regarding the importance of individualized positioning and optimal handling of high-risk infants in the NICU. |
. Neurosensory module aims to train NICU staff on providing sensory neuroprotective care including tactile, auditory, visual, olfactory, and gustatory modalities, protecting sleep, and managing pain and the healing environment. | ||||||
. The module on strategies included feeding practices and KMC. | ||||||
Kim (2018) [30] | Nursing | South Korea | Cross-sectional descriptive correlation study | NICU nurses (131) | To assess the knowledge and performance of DSP for preterm infants among NICU nurses | . NICU nurses' mean score of DSP knowledge was 24.7 out of 33.0, and DSP performance was 3.2 out of 4.0. |
. A positive correlation was found between knowledge and performance of DSP. | ||||||
Kim (2016) [28] | Nursing | South Korea | Scale development | NICU nurses (122) | To develop and evaluate the Developmental Support Competency Scale for Nurses | . The Developmental Support Competency Scale for Nurses was a 4-point Likert type scale, consisting of 19 items. |
. The following six factors were derived: environmental support (4 items), parental support (3), interaction (3), critical thinking (3), professional development (3), and partnership (3). | ||||||
Kim (2014) [5] | Nursing | South Korea | Concept analysis | Papers (77), NICU RNs (5) | To define and clarify the concept of DSC for preterm infants | . For the nursing practice, resembling the intrauterine state, individualization, interaction, and integrative care with awareness of development were attributes of DSC. |
. For FCC, supporting parental attachment and professional alliance were attributes of DSC. | ||||||
Luu (2017) [29] | Medicine | Canada | Control group pretest-posttest quasi-experimental study | Infants (EG 55, CG 52) | To test the acceptability of the intervention and assess infants' neurodevelopmental and parental outcomes | . The acceptability of the program was high among parents. |
. No differences were found in infants' neurodevelopmental and parental outcomes. | ||||||
Mohammed (2018) [3] | Nursing | Egypt | Single-group pretest and posttest quasi-experimental design | NICU nurses (50) | To investigate the effect of a preterm infants' DCS program on NICU nurses' performance | . Nurses had a good performance score on DSC immediately after the intervention, and it decreased after 3 months of the intervention. |
Mohammed (2014) [25] | Nursing | Egypt | Single-group pretest and posttest quasi-experimental design | NICU nurses (40), Newborn babies (40) | To evaluate the effect of DSC training program during tub bath | . The level of nurses' performance increased significantly after the DSC training program. |
. The mean NBAS scores all significantly improved after the training DSC program. | ||||||
. The infants exhibited less stress and greater comfort during tub baths after the training DSC program. | ||||||
Nejad (2018) [31] | Medicine | Iran | Cross-sectional descriptive study | NICU (23) | To assess the DSC situation in Iranian NICUs and to design and provide clinical DSC guidelines for health care providers and the infant's family | . The low mean score of infant-centered DSC implies that the healthcare provider require support and training in order to focus on quality DSC, and that inadequate attention is given to the infant and family as active members in care. |
Sathish (2019) [4] | Nursing | India | Control group pretest-posttest quasi-experimental study | level III B NICU nurses (EG 25, CG 25) | To enhance NICU nurses' abilities of DSC practices | . The DSC program had a significant impact on improving NICU nurses' ability to prevent complications and provide DSC to preterm infants. |
Zhang (2016) [18] | Nursing | China | Descriptive, cross-sectional exploratory study | NICU RNs (207) | To describe levels of DSC nursing practices among NICU nurses | . Chinese NICU nurses are not implementing DSC consistently. |
. The significant predictors for lower implementation of DSC: higher patient caseloads, fewer work hours per day, higher level of education, and fewer years worked in NICUs. | ||||||
. Chinese NICU nurses carry out DSC mainly based on their accumulated clinical experience rather than their educational experience. |
Categories | Characteristics | Total (n=22) |
2009-2010 (n=1) |
2011-2015 (n=3) |
2016-2020 (n=18) |
---|---|---|---|---|---|
n (%) | n (%) | n (%) | n (%) | ||
Academic field | Nursing | 15 (68.2) | 1 (100.0) | 2 (66.7) | 12 (66.7) |
Medicine | 7 (31.8) | - | 1 (33.3) | 6 (33.3) | |
Research nation | South Korea | 4 (18.5) | - | 1 (33.3) | 3 (16.5) |
USA | 3 (13.6) | 1 (100.0) | - | 2 (11.1) | |
Egypt | 3 (13.6) | - | 1 (33.3) | 2 (11.1) | |
India | 3 (13.6) | - | 1 (33.3) | 2 (11.1) | |
Iran | 2 (9.1) | - | - | 2 (11.1) | |
Australia | 2 (9.1) | - | - | 2 (11.1) | |
Canada | 1 (4.5) | - | - | 1 (5.6) | |
China | 1 (4.5) | - | - | 1 (5.6) | |
South Africa | 1 (4.5) | - | - | 1 (5.6) | |
Lebanon | 1 (4.5) | - | - | 1 (5.6) | |
Germany | 1 (4.5) | - | - | 1 (5.6) | |
Study design | Literature review | 6 (27.3) | 1 (100.0) | 1 (33.3) | 4 (22.2) |
Experimental study | 6 (27.3) | - | 1 (33.3) | 5 (27.8) | |
Descriptive study | 6 (27.3) | - | - | 6 (33.3) | |
Concept analysis | 1 (4.5) | - | 1 (33.3) | - | |
Methodological study | 2 (9.1) | - | - | 2 (11.1) | |
Qualitative study | 1 (4.5) | - | - | 1 (5.6) | |
Subjects |
(n=15) | (n=0) | (n=2) | (n=13) | |
NICU nurse | 11 (73.3) | - | 2 (100.0) | 9 (69.2) | |
Infant | 3 (20.0) | - | 1 (50.0) | 2 (15.4) | |
Parent | 1 (6.7) | - | - | 1 (7.7) | |
NICU | 1 (6.7) | - | - | 1 (7.7) |
First author [R] | Family-centered care |
Healing environment |
Positioning |
Oral feeding support |
Pain and stress management |
Protected sleep |
Handling |
Skin care |
Sensory stimulation |
Others |
---|---|---|---|---|---|---|---|---|---|---|
n (%) | n (%) | n (%) | n (%) | n (%) | n (%) | n (%) | n (%) | n (%) | n (%) | |
11 (84.6) | 11 (84.6) | 10 (76.9) | 8 (61.5) | 8 (61.5) | 7 (53.8) | 5 (38.5) | 4 (30.8) | 2 (15.4) | 7 (53.8) | |
Altimier [1] | ● | ● | ● | ● | ● | ● | ● | ● | ||
Coughlin [6] | ● | ● | ● | ● | ● | ● | ● | |||
Esser [8] | ● | ● | ● | ● | ● | ● | ||||
Griffiths [7] | ● | ● | ● | ● | ● | ● | ● | ․ Continuity in caregiving | ||
․ Staff education and training | ||||||||||
Halder [26] | ● | ● | ● | ● | ․ Containment | |||||
Kaye [27] | ● | ● | ● | ● | ||||||
Khawash [32] | ● | ● | ● | ● | ● | ● | ● | ● | ||
Kim [5] | ● | ● | ․ Integrative care with awareness of development | |||||||
․ Individualization | ||||||||||
Luu [29] | ● | ● | ● | ․ Infant behavioral cues | ||||||
Mohammed [3] | ● | ● | ● | ● | ․ Containment | |||||
Mohammed [25] | ● | ● | ● | ● | ||||||
Nejad [31] | ● | ․ Supporting the infants' state organization | ||||||||
․ Documentation for DSC | ||||||||||
․ NICU staffing for DSC | ||||||||||
Sathish [4] | ● | ● | ● | ● | ● | ● | ● | ● | ․ Understanding preterm behavioral development |
First author [R] | Name of intervention | Theoretical framework | Subject | Method and materials | Experime ntal period | Sessions/time per session (minute) | Follow-up period | Measurement | Contents | ||
---|---|---|---|---|---|---|---|---|---|---|---|
Fawzia [16] | ․Developmentally supportive positioning | ․NA | ․Preterm infants | ․Developmentally supportive positioning practices | ․7 days | ․NA/ 24 hours | ․NA | ․Infant position assessment tool | ․Providing nest during morning routine nursing care | ||
․Preterm infant pain profile | ․Appling Snuggle-Up similar to the uterus | ||||||||||
․Appling Bendy Bumper similar to the abdominal wall muscle | |||||||||||
Griffiths [7] | ․Individualized developmental care | ․Synactive theory of infant development | ․Clinicians | ․NA | ․NA | ․NA | ․NA | ․NA | ․Minimizing parent and infant separation | ||
․Maintaining supportive sensory environment | |||||||||||
․Protecting sleep | |||||||||||
․Feeding | |||||||||||
․Providing skin-to-skin care | |||||||||||
․Providing stress and pain management | |||||||||||
․Fostering interactions | |||||||||||
․Applying positioning | |||||||||||
․Supporting continuity in caregiving | |||||||||||
․Providing staff education and training | |||||||||||
Luu [29] | ․Mieux Agir au Quotidien | ․NA | ․Parents of preterm infants | ․Workshop | ․NR | ․Workshop: 3/ 1 hour | ․4-and 12-months, CA | ․Parental cognitions and conduct toward the infant scale | [Workshop] | ||
․Web-based platform | ․Web-based module: 4/ NR | ․Infant behavioral cues | |||||||||
- Written materials | ․Parenting stress index–short form | ․Flexion positioning | |||||||||
- Videotaped materials | ․Bates' infant characteristic questionnaire | ․Parent-infant interactions | |||||||||
․Bayley scales of infant and toddler development | [Web-based module] | ||||||||||
․Infant behavioral cues | |||||||||||
․Alberta infant motor scales | ․Flexion positioning | ||||||||||
․Oral feeding support (including nonnutritive sucking) | |||||||||||
․Parent-infant interactions | |||||||||||
Mohammed [3] | ․Preterm neonates' developmental supportive care program | ․Developmental clinical care guidelines | ․Nurse in NICU | ․Lectures | ․2 weeks | ․2/45 | ․3 months | ․Nurses' performance observational checklist | ․Definition of DSC | ||
․Group discussion | ․Benefits of applying developmental elements of DC | ||||||||||
․Simulation | ․Reducing light and noise | ||||||||||
․Demonstration | ․Positioning and postural support | ||||||||||
․Poster | ․Non-nutritive sucking | ||||||||||
․Video film | ․Skin to skin care using kangaroo care | ||||||||||
․PowerPoint presentation | |||||||||||
․Booklet | |||||||||||
Mohammed [25] | ․ DSC training program | ․ NA | ․ Neonatal nurses | ․ Illustrated Arabic booklet | ․ 2 weeks | ․ 4/not report | ․ NA | ․ Interview | ․ Characteristics of neonates | ||
․Neonatal behavioral assessment scale | ․ Behavioral cues of neonates | ||||||||||
․Observational checklist | ․ DC | ||||||||||
․ Nurses' role in DSC | |||||||||||
- Positioning | |||||||||||
- Lighting | |||||||||||
- Noise control | |||||||||||
- Nonnutritive sucking | |||||||||||
- Auditory, tactile, olfactory, gustatory, vestibular stimulation | |||||||||||
Sathish [4] | ․ DSC program | ․ Neonatal integrative develop-mental care model | ․ NICU nurses | ․ NR | ․ 4 weeks | ․ 7/45 | ․ 1 week | ․ DSC knowledge | ․Preterm infants and fetal brain development | ||
․ DSC observational checklist | ․Preterm behavioral development | ||||||||||
․Minimizing stress and pain | |||||||||||
․Safeguarding sleep | |||||||||||
․Positioning and handling | |||||||||||
․Protecting skin | |||||||||||
․Optimizing nutrition | |||||||||||
․Healing environment in the neonatal unit | |||||||||||
․Partnering with families |
CG, control group; DSC, developmentally supportive care; DSP, developmentally supportive positioning; EG, experimental group; FCC, family-centered care; KMC, kangaroo mother care; NBAS, neonatal behavioral assessment scale; NICU, neonatal intensive care unit; NIDCAP, newborn individualized developmental care and assessment program; [R], reference number; RN, registered nurse.
Multiple response, including only human participant research; NICU, neonatal intensive care unit.
DSC, developmentally supportive care; NICU, neonatal intensive care unit; [R], reference number.
CA, corrected age; DC, developmental care; DSC, developmentally supportive care; NA, not applicable; NICU, neonatal intensive care unit; NR, not reported; [R], reference number.