Empowerment programs for parental mental health of preterm infants: A meta-analysis

Zhang, Qing; Wu, Jinhua; Sheng, Xiaoyu; Ni, Zhihong

doi:10.1016/j.pec.2021.01.021

Cited by 12 publications

(7 citation statements)

References 27 publications

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“…This finding is consistent with the observation made by Liu et al [ 49 ], who demonstrated that empowerment education can effectively alleviate anxiety and depression in patients within eight weeks after CRC surgery. A meta-analysis also demonstrated that empowerment-based health education was effective in improving maternal mental health [ 50 ]. Moreover, a multidisciplinary educational approach provides comprehensive information and advice on self-management, increasing self-confidence and reducing negative emotions [ 51 , 52 ].…”

Section: Discussionmentioning

confidence: 99%

Effect of multidisciplinary collaborative empowerment education on psychological distress and quality of life in patients with colorectal cancer undergoing chemotherapy

Liu

et al. 2023

Support Care Cancer

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Purpose To evaluate the effects of multidisciplinary collaborative empowerment education on psychological distress and quality of life (QoL) in patients with colorectal cancer undergoing chemotherapy. Methods A quasi-experimental study was conducted using repeated measures at pre- and post-intervention in the fourth chemotherapy cycle. Sixty patients with colorectal cancer aged 36–84 years were allocated to the intervention and control groups. The intervention group received multidisciplinary empowerment education, while the control group received routine health education. Psychological distress involving depression and anxiety symptoms was assessed using The Kessler Psychological Distress Scale (K10) and QoL was measured using The European Organization for Research and Treatment of Cancer Quality of Life Questionnaire (EORTCQLQ-C30). Repeated-measures analysis of variance was used to examine intervention effects. Statistical analyses were performed using the SPSS software (version 26.0). Results Psychological distress was considerably lower and QoL was considerably better in patients following multidisciplinary empowerment education in the intervention group than those in the control group. In addition, psychological distress significantly decreased and QoL improved in the intervention group compared to baseline. Conclusion Multidisciplinary collaborative empowerment education was effective in improving the psychological distress and QoL among patients with colorectal cancer undergoing chemotherapy. These findings suggest that the establishment of multidisciplinary collaborative empowerment education might be considered as an innovative means of clinical patient education during combination chemotherapy to improve health outcomes in patients with colorectal cancer. However, our results should be interpreted with caution because of the small sample size. Further validation in a larger sample or randomized controlled design is necessary in the future.

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Section: Discussionmentioning

confidence: 99%

Effect of multidisciplinary collaborative empowerment education on psychological distress and quality of life in patients with colorectal cancer undergoing chemotherapy

Liu

et al. 2023

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“…Online descriptions of any disorder may increase parental anxiety [ 50 ]. Rather, questionable information from the nternet could make some parents of preterm infants feel more anxious and depressed [ 51 ]. This is why the value of showing parents that it is worth it to observe their child and that their observations are comparable to that of the assessment of specialists should be more broadly acknowledged.…”

Section: Discussionmentioning

confidence: 99%

“…For instance, the ASQ-3 has been one of the scales with the highest sensitivities and specificities in detecting developmental delay based on research from 2002 to 2009 [ 52 , 53 , 54 ]. In many publications it has been reported that the ASQ-3 is highly accurate in detecting underlying problems in children with certain risk factors [ 49 , 50 , 51 ]. Therefore, parents who detect problems in their child by their observation may systematize them by completing the ASQ-3.…”

Section: Discussionmentioning

confidence: 99%

“…These programs, containing infant behavior information, have been shown to reduce negative parent experiences such as stress, anxiety, or depressive symptoms, and have also produced self-efficacious and proper caregiving behaviors in parents. Establishing positive partnerships between clinicians and parents may help parents become better aware of their children’s development, alert them to any problems and concerns their child may present, help in the creation of goals and therapy plans, as well as provide an opportunity for parents to receive feedback from professionals about their efforts [ 51 ].…”

Section: Discussionmentioning

confidence: 99%

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The Importance of Monitoring Neurodevelopmental Outcomes for Preterm Infants: A Comparison of the AIMS, GMA, Pull to Sit Maneuver and ASQ-3

Malak

Fechner

Stankowska

et al. 2022

JCM

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Background: Clinicians and parents should closely monitor the neurodevelopment of very preterm infants. The aim of our study was to compare whether neurodevelopmental assessments completed by parents and those done by specialists yielded similar outcomes. We wanted to check whether the assessments completed by specialists and parents were comparable in outcomes to emphasize the important roles of early assessment of a child and of the parents in their child’s treatment and medical care. Another aim was to check whether or not the pull to sit maneuver from the Neonatal Behavioral Assessment Scale (NBAS) is still a parable item in well-known scales of neurodevelopment. Methods: We assessed 18 preterm neonates in the fourth month of corrected age with scales such as the General Movement Assessment (GMA), the Alberta Infant Motor Scale (AIMS), and the pull to sit maneuver from the NBAS. Finally, we asked parents to complete the Ages and Stages Questionnaire, Third Edition (ASQ-3). Results: We found that the respective assessments completed by specialists and parents are comparable in outcomes. We also found that the pull to sit item from the NBAS was still a valid test since it showed similar findings to those from the AIMS, the GMA, and the ASQ-3. Conclusions: The pull to sit item from the NBAS is an important item for assessment of very preterm infants. Specialists should also take into consideration the input and concerns of parents when planning for treatment and intervention.

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“…Parent support consisted of psychosocial support, peer-to-peer support and a parking pass. Effect research showed that especially the individual parent intervention programmes increased parental confidence, competence, satisfaction (Puthussery et al, 2018) and mental health (Zhang et al, 2021).…”

Section: What Does This Paper Contribute To the Wider Global Clinical...mentioning

confidence: 99%

In‐hospital education of parents of newborns may benefit from competency‐based education: A qualitative focus group and interview study among health professionals

Stelwagen

Westmaas

Kempen

et al. 2022

Journal of Clinical Nursing

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Aims/Objectives: The aim of this study was to appraise health professionals' selfreported practices in educating parents of hospitalised newborns from the perspective of competency-based education and to identify areas for improvement of parental learning.Background: Patient education is essential to achieve autonomy in parents of hospitalised newborns. The literature provides descriptions of the use of various components of competency-based education in patient education. This suggests that competency-based education is a valuable concept for patient education. Design:A case-based qualitative study.Methods: Three focus group discussions were conducted and 28 semi-structured interviews with 45 health professionals who practice in a hospital setting that is designed to empower parents. The data were analysed with a framework analysis approach, using a framework of competency-based education themes for a combined inductive and deductive content data analysis. The recommendations of the Standards for Reporting Qualitative Research checklist were followed. Findings: Two themes of competency-based education emerged as evidently operationalised: (1) 'Learning climate' and (2) 'Role modeling'. Five themes emerged as incompletely operationalised: (1) 'Parent curriculum based on inter-professional consensus'; (2) 'Transparency about the competencies needed'; (3) 'Access to teaching'; (4) 'Assessing and reporting results'; and (5) 'Proficiency statements based on autonomy expectations'. Two themes did not emerge: (1) 'Empowering parents to be active learners' and (2) 'Evaluation and improvement of the education program'. Conclusions: Parent education is at risk of being merely on a master-apprentice model and may be more effective if it is designed on competency-based education principles. Identified areas for improvement are empowering parents to be 'active learners' and by involving them in the evaluation and improvement of the educational program. Parent education in neonatal health care may benefit from an appraisal based on competency-based education themes.

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Empowerment programs for parental mental health of preterm infants: A meta-analysis

Cited by 12 publications

References 27 publications

Effect of multidisciplinary collaborative empowerment education on psychological distress and quality of life in patients with colorectal cancer undergoing chemotherapy

Effect of multidisciplinary collaborative empowerment education on psychological distress and quality of life in patients with colorectal cancer undergoing chemotherapy

The Importance of Monitoring Neurodevelopmental Outcomes for Preterm Infants: A Comparison of the AIMS, GMA, Pull to Sit Maneuver and ASQ-3

In‐hospital education of parents of newborns may benefit from competency‐based education: A qualitative focus group and interview study among health professionals

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