Jeong Soon Kim

Background: In this study, researchers developed and evaluated the effect of a neonatal transitional care program application designed for home use by families of infants and toddlers born as high-risk neonates following discharge from the neonatal intensive care unit. Methods: The and “Developing Together” (neonatal transitional care, NTC) program, a smartphone-based application, was created based on the FICare model, utilizing the Analysis, Design, Develop, Implement, and Evaluate instructional design process. Researchers employed a nonequivalent control group and non-synchronized design (experimental group, n = 65; control group, n = 63). The program was conducted over 5–6 weeks. Participants were evaluated using questionnaires before and immediately after the program as an online, self-administered questionnaire. Data were analyzed using descriptive statistics, t-tests, χ² tests and Fisher’s exact tests, in addition to ANCOVA. Results: Compared with the parents in the control group, those in the experimental group demonstrated increased developmental knowledge (F = 3.94, p = 0.009), parenting knowledge (F = 6.72, p < 0.001) and maternal confidence (F = 9.33, p < 0.001), and reduced stress levels (F = 2.70, p = 0.046). Conclusions: The transitional care program utilizing a smartphone app led to significant improvements following the educational intervention for families of high-risk neonates within the community.

This study was conducted to identify the key elements of transitional care for families with pre-term infants in South Korea. We used an integrative review methodology proposed by Whittemore and Knafle. During the problem identification step, the review question was constructed via the population, intervention, outcome, and timeframe (PIOT) format. During the literature search step, integrative reviews of the published literature from nine electronic databases were undertaken and a total of 14 studies were reviewed that met our inclusion criteria. During the data evaluation step, the quality of the literature was assessed using the Mixed Methods Appraisal Tool (MMAT) developed by Hong et al. We identified three domains and 10 key attributes of transitional care for families of pre-term infants. The parenting empowerment domain included growth and development, developmental promotion, nutrition, safe environment, general parenting, and parent–infant interaction. The emotional support domain included counseling, advocacy, and community network. The social support domain included professional collaboration. Efforts should continue to further develop programs and policies to enhance transitional care for families of pre-term infants that reflect South Korean nursing practices.

This study was conducted to identify the key elements of transitional care for families with pre-term infants in South Korea. We used an integrative review methodology proposed by Whittemore and Knafle in 2005. During the problem identification step, the review question was constructed via the population, intervention, outcome, and timeframe (PIOT) format. During the literature search step, integrative reviews of published literature from nine electronic databases were undertaken and a total of 14 studies were reviewed that met our inclusion criteria. During the data evaluation step, the quality of the literature was assessed using the Mixed Methods Appraisal Tool (MMAT) developed by Hong et al. in 2019. We identified three domains and 10 key attributes of transitional care for families of pre-term infants. The parenting empowerment domain included growth and development, developmental promotion, nutrition, safe environment, general parenting, and parent-infant interaction. The emotional support domain included counseling, advocacy, and community network. The social support domain included professional collaboration. Efforts should continue to further develop programs and policies to enhance transitional care for families of pre-term infants that reflect South Korean nursing practices.

After discharge from neonatal intensive care units (NICUs), the parents of pre-term newborns have to provide developmentally supportive care (DSC) to their children; thus, educational support for parents is essential. This study aimed to explore the lived experiences of parents providing DSC to their children born as pre-term newborns at home and to investigate their parenting-related needs. This study included 10 mothers who were identified through theoretical sampling. In-depth interviews were conducted for data collection. For data analysis, grounded theory was used according to Corbin and Strauss’s process. The mother’s perception and educational needs were characterized by the phenomena “Coexistence of familiarity and unfamiliarity” and “Desire for expert support”. Causal conditions include the “Incomplete education system” and “Gap between expectations and reality”. Contextual conditions include the “Fear of developmental disability” and “Lack of good evaluation criteria”. Intervening conditions include the “Difficulty in obtaining useful information”. Action/interaction strategies include the “Active information seeking” and “Continuing to provide DSC”. The consequences were the “Needs for professional educational support”. The core category was the “Parenting routine that continues without awareness” and “Hope to establish parenting system supported by multidisciplinary experts”. These results may provide the preliminary evidence base for suitable educational programs and for developing a social support system for parents.