Parent-Integrated Interventions to Improve Language Development in Children Born Very Preterm
Neurodevelopmental challenges in children born very preterm are common and not improving. This study tested the feasibility of using Evidence-based Practice to Improve Quality (EPIQ), a proven quality improvement technique that incorporates scientific evidence to target improving language abilities...
| Main Authors: | , , , , , , , , , , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-05-01
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| Series: | Children |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-9067/10/6/953 |
| _version_ | 1797595468919734272 |
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| author | Anne Synnes Thuy Mai Luu Jehier Afifi May Khairy Cecilia de Cabo Diane Moddemann Leonora Hendson Amber Reichert Kevin Coughlin Kim Anh Nguyen Lindsay L. Richter Fabiana Bacchini Khalid Aziz |
| author_facet | Anne Synnes Thuy Mai Luu Jehier Afifi May Khairy Cecilia de Cabo Diane Moddemann Leonora Hendson Amber Reichert Kevin Coughlin Kim Anh Nguyen Lindsay L. Richter Fabiana Bacchini Khalid Aziz |
| author_sort | Anne Synnes |
| collection | DOAJ |
| description | Neurodevelopmental challenges in children born very preterm are common and not improving. This study tested the feasibility of using Evidence-based Practice to Improve Quality (EPIQ), a proven quality improvement technique that incorporates scientific evidence to target improving language abilities in very preterm populations in 10 Canadian neonatal follow-up programs. Feasibility was defined as at least 70% of sites completing four intervention cycles and 75% of cycles meeting targeted aims. Systematic reviews were reviewed and performed, an online quality improvement educational tool was developed, multidisciplinary teams that included parents were created and trained, and sites provided virtual support to implement and audit locally at least four intervention cycles of approximately 6 months in duration. Eight of ten sites implemented at least four intervention cycles. Of the 48 cycles completed, audits showed 41 (85%) met their aim. Though COVID-19 was a barrier, parent involvement, champions, and institutional support facilitated success. EPIQ is a feasible quality improvement methodology to implement family-integrated evidence-informed interventions to support language interventions in neonatal follow-up programs. Further studies are required to identify potential benefits of service outcomes, patients, and families and to evaluate sustainability. |
| first_indexed | 2024-03-11T02:37:54Z |
| format | Article |
| id | doaj.art-6cb66af31f0943cb8af4aa7f7b5967de |
| institution | Directory Open Access Journal |
| issn | 2227-9067 |
| language | English |
| last_indexed | 2024-03-11T02:37:54Z |
| publishDate | 2023-05-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Children |
| spelling | doaj.art-6cb66af31f0943cb8af4aa7f7b5967de2023-11-18T09:49:32ZengMDPI AGChildren2227-90672023-05-0110695310.3390/children10060953Parent-Integrated Interventions to Improve Language Development in Children Born Very PretermAnne Synnes0Thuy Mai Luu1Jehier Afifi2May Khairy3Cecilia de Cabo4Diane Moddemann5Leonora Hendson6Amber Reichert7Kevin Coughlin8Kim Anh Nguyen9Lindsay L. Richter10Fabiana Bacchini11Khalid Aziz12Department of Pediatrics, University of British Columbia, Vancouver, BC V6T 1Z3, CanadaDepartment of Pediatrics and Research Center, Centre Hospitalier Universitaire Sainte-Justine, Université de Montréal, Montreal, QC H3T 1C5, CanadaDepartment of Pediatrics, Dalhousie University, Halifax, NS B3H 4R2, CanadaDepartment of Pediatrics, Montreal Children’s Hospital, McGill University Health Centre, Montreal, QC H4A 3J1, CanadaDepartment of Paediatrics and Child Health, University of Manitoba, Winnipeg, MB R3A 1S1, CanadaDepartment of Paediatrics and Child Health, University of Manitoba, Winnipeg, MB R3A 1S1, CanadaDepartment of Pediatrics, Alberta Children’s Hospital, University of Calgary, Calgary, AB T3B 6A8, CanadaGlenrose Rehabilitation Hospital, Edmonton, AB T5G 0B7, CanadaChildren’s Hospital at London Health Sciences Centre, London, ON N6A 5W9, CanadaJewish General Hospital, Montreal, QC H3T 1E2, CanadaDepartment of Pediatrics, University of British Columbia, Vancouver, BC V6T 1Z3, CanadaCanadian Premature Babies Foundation, Etobicoke, ON M8X 1Y3, CanadaThe Office of Lifelong Learning, University of Alberta, Edmonton, AB T6G 1C9, CanadaNeurodevelopmental challenges in children born very preterm are common and not improving. This study tested the feasibility of using Evidence-based Practice to Improve Quality (EPIQ), a proven quality improvement technique that incorporates scientific evidence to target improving language abilities in very preterm populations in 10 Canadian neonatal follow-up programs. Feasibility was defined as at least 70% of sites completing four intervention cycles and 75% of cycles meeting targeted aims. Systematic reviews were reviewed and performed, an online quality improvement educational tool was developed, multidisciplinary teams that included parents were created and trained, and sites provided virtual support to implement and audit locally at least four intervention cycles of approximately 6 months in duration. Eight of ten sites implemented at least four intervention cycles. Of the 48 cycles completed, audits showed 41 (85%) met their aim. Though COVID-19 was a barrier, parent involvement, champions, and institutional support facilitated success. EPIQ is a feasible quality improvement methodology to implement family-integrated evidence-informed interventions to support language interventions in neonatal follow-up programs. Further studies are required to identify potential benefits of service outcomes, patients, and families and to evaluate sustainability.https://www.mdpi.com/2227-9067/10/6/953prematuritypatient-oriented researchfamily integrated careparent perspectivesquality improvement |
| spellingShingle | Anne Synnes Thuy Mai Luu Jehier Afifi May Khairy Cecilia de Cabo Diane Moddemann Leonora Hendson Amber Reichert Kevin Coughlin Kim Anh Nguyen Lindsay L. Richter Fabiana Bacchini Khalid Aziz Parent-Integrated Interventions to Improve Language Development in Children Born Very Preterm Children prematurity patient-oriented research family integrated care parent perspectives quality improvement |
| title | Parent-Integrated Interventions to Improve Language Development in Children Born Very Preterm |
| title_full | Parent-Integrated Interventions to Improve Language Development in Children Born Very Preterm |
| title_fullStr | Parent-Integrated Interventions to Improve Language Development in Children Born Very Preterm |
| title_full_unstemmed | Parent-Integrated Interventions to Improve Language Development in Children Born Very Preterm |
| title_short | Parent-Integrated Interventions to Improve Language Development in Children Born Very Preterm |
| title_sort | parent integrated interventions to improve language development in children born very preterm |
| topic | prematurity patient-oriented research family integrated care parent perspectives quality improvement |
| url | https://www.mdpi.com/2227-9067/10/6/953 |
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