The purpose of this pilot study was to determine parents’ preferred method of receiving education on motor development of infants born preterm.
This study was conducted through a pair of focus groups in which parents evaluated different educational formats and provided feedback on the clarity of the parent education intervention.
Parents reported that they would prefer to learn about their infant’s motor development with a combination of observation, discussion, and written material. After the parent education intervention, parents of infants born preterm were able to describe the ways they would play with their infant and answered more questions correctly on a postintervention test.
Parents of infants who were born preterm would benefit from education using multiple approaches. The parent education intervention developed in this study is clear and well understood by parents. Further research is needed to evaluate the efficacy of this intervention.
Parents of infants born preterm indicated that they would prefer to learn about their infant's motor development with a combination of observation, discussion, and written material. The authors also report that following an educational program parents were able to describe how they would play with their infant and answer more questions correctly on a post-test.
Departments of Physical Therapy (S.C.D.), Pediatrics and Neonatal Medicine (T.M.), and Pediatrics and Psychology (M.S.), Virginia Commonwealth University, Richmond, Virginia
Address correspondence to: Stacey C. Dusing, PT, PhD, Department of Physical Therapy, Virginia Commonwealth University, 1200 East Broad Street, PO BOX 980224, Richmond, VA 23298-0224. E-mail: firstname.lastname@example.org
Grant Support: This work was funded by a Clinical Research Feasibility Fund (CReFF) Grant from the General Clinical Research Center, at Virginia Commonwealth University. GCRC grant M01 RR00065, NCRR, NIH.
Supplementary appendix is available online at www.pedpt.com