Psychometric Properties of the Early Feeding Skills Assessment Tool

Thoyre, Suzanne M.; Pados, Britt Frisk; Shaker, Catherine; Fuller, Kristy; Park, Jinhee

doi:10.1097/anc.0000000000000537

Cited by 39 publications

(51 citation statements)

References 34 publications

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“…The two intervention nurses were trained in (1) early feeding skills assessment of preterm infants (Thoyre & Shaker, 2011) and using GP in clinical practice (Pridham & Limbo, 2011). The nurses worked together to refine the intervention with the first two enrolled mothers.…”

Section: Resultsmentioning

confidence: 99%

Implementing Co-Regulated Feeding with Mothers of Preterm Infants

Thoyre

Hubbard

Park

et al. 2016

McN: The American Journal of Maternal/Child Nursing

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Purpose The purpose of this study is to describe implementation of the Co-Regulated Feeding Intervention (CoReg), when provided by mothers and guided by intervention nurses trained in methods of guided participation (GP). CoReg aims to prevent stress during feeding and ease the challenge very preterm (VP) infants experience coordinating breathing and swallowing during the early months. Guided participation is a participatory learning method to guide the complex learning required of mothers. Study Design and Methods Sixteen mothers of 17 VP infants participated. Each mother received a median of five intervention sessions during the infant’s transition to oral feeding. Intervention field notes, audio-recordings of the sessions, and video-recordings of the nurse-guided feedings were reviewed, organized, and content analyzed to evaluate implementation. Results The co-regulated feeding intervention was well received by mothers; enrollment, participation, and retention rates were high. Most mothers chose to spread out the intervention sessions across the transition period. Scheduling sessions was the greatest barrier. Mothers had competing demands and infant readiness to eat could not be predicted. The top five issues identified as needing attention by the mother or nurse included reading cues, co-regulating breathing, providing motoric stability, regulating milk flow, and providing rest periods. Main GP strategies included joint attention with the mother to the dyad’s feeding challenges, auditory assessment of breathing and swallowing, and reflection with planning for future feedings using video playback. Clinical Implications Nurse presence while mothers feed affords rich opportunities to guide co-regulated, cue-based feeding. Co-Regulated feeding interventions would be enhanced if mothers are guided by the bedside nurse.

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Section: Resultsmentioning

confidence: 99%

Implementing Co-Regulated Feeding with Mothers of Preterm Infants

Thoyre

Hubbard

Park

et al. 2016

McN: The American Journal of Maternal/Child Nursing

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“…Neonatal Eating Assessment tool (NeoEAT) (Pados et al, 2016;Pados et al, 2018) USA Hospital Screener version (10 questions) is intended for clinical screening of infants to identify whether further specialist assessment is needed. Full version is for specialized assessment for use in feeding and dysphagia specialty clinic and research: NeoEAT Breastfeeding (72 items), NeoEAT Bottle Feeding (74 items), and NeoEAT Breastfeeding and Bottle Feeding (89 items).…”

Section: Who/unicef B-r-e-a-s-t-feed Observation Formmentioning

confidence: 99%

“…Early Feeding Skills Assessment (EFS) (Thoyre et al, 2018) USA Hospital The checklist allows health workers to assess preterm infant readiness for breastfeeding. This helps profiling the infant's developmental stage regarding specific feeding skills: abilities to remain engaged in feeding, organize oral-motor functioning, coordinate swallowing with breathing, and maintain physiologic stability to decide which help offer.…”

Section: Who/unicef B-r-e-a-s-t-feed Observation Formmentioning

confidence: 99%

“…(Tobin, 1996) PIBBS (Nyqvist et al, 1999) Sweden, hospital item analysis. Strongly significant agreement between the two raters in terms of "positioning", "lacting" and "sucking" domains and significant agreement in terms of "swallowing" domain Early Feeding Skills Assessment Tools (EFSAT) (Thoyre et al, 2018) USA, Hospital…”

Section: Who/unicef B-r-e-a-s-t-feed Observation Formmentioning

confidence: 99%

“…algorithm(Dongre et al, 2010) □ □From "Indicators of effective breastfeeding and estimates of breast milk intake"(Riordan et al, 2005) readiness to feed Infant Feeding in Emergencies Module 2: Simple rapid assessment and full assessment(ENN et al, 2007) Latching on and suckling of the healthy term neonate" (Cadwell, 2007) Assessment Tool(Pados et al, 2017;Pados et al, 2018) …”

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confidence: 99%

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Breastfeeding assessment tools for at-risk and malnourished infants aged under 6 months old: a systematic review

Brugaletta

Roch

Saxton³

et al. 2020

F1000Res

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Background: Many small and malnourished infants under 6 months of age have problems with breastfeeding and restoring effective exclusive breastfeeding is a common treatment goal. Assessment is a critical first step of case management, but most malnutrition guidelines do not specify how best to do this. We aimed to identify breastfeeding assessment tools for use in assessing at-risk and malnourished infants in resource-poor settings. Methods: We systematically searched: Medline and Embase; Web of Knowledge; Cochrane Reviews; Eldis and Google Scholar databases. Also the World Health Organization (WHO), United Nations International Children’s Emergency Fund (UNICEF), CAse REport guidelines, Emergency Nutrition Network, and Field Exchange websites. Assessment tool content was analysed using a framework describing breastfeeding ‘domains’ (baby’s behaviour; mother’s behaviour; position; latching; effective feeding; breast health; baby’s health; mother’s view of feed; number, timing and length of feeds). Results: We identified 29 breastfeeding assessment tools and 45 validation studies. Eight tools had not been validated. Evidence underpinning most tools was low quality and mainly from high-income countries and hospital settings. The most comprehensive tools were the Breastfeeding, Evaluation and Education Tool, UNICEF Baby-Friendly Hospital Initiative tools and CARE training package. The tool with the strongest evidence was the WHO/UNICEF B-R-E-A-S-T-Feed Observation Form. Conclusions: Despite many possible tools, there is currently no one gold standard. For assessing malnourished infants in resource-poor settings, UNICEF Baby-Friendly Hospital Initiative tools, Module IFE and the WHO/UNICEF B-R-E-A-S-T-Feed Observation Form are the best available tools but could be improved by adding questions from other tools. Allowing for context, one tool for rapid community-based assessment plus a more detailed one for clinic/hospital assessment might help optimally identify breastfeeding problems and the support required. Further research is important to refine existing tools and develop new ones. Rigorous testing, especially against outcomes such as breastfeeding status and growth, is key.

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