Introducing the i-Rainbow©: An Evidence-Based, Parent-Friendly Care Pathway Designed for Critically Ill Infants in the NICU Setting.

PURPOSE: This study investigated the feasibility and effectiveness of a novel, evidence-based developmental care pathway to be used by health care providers and parents in the neonatal intensive care unit (NICU) setting. The i-Rainbow is based on current evidence and responds to individual infant health status. It is not based on infant age. METHODS: After development and implementation of the i-Rainbow, pre- and postimplementation nurse and parent survey data were collected and pre- and post-developmental care rates were compared. RESULTS: After i-Rainbow implementation, disagreement among providers on appropriate developmental care interventions significantly decreased, total minutes of daily developmental care and swaddled holding increased significantly, and parents reported that they would recommend the tool. CONCLUSION: The i-Rainbow is a unique, parent-friendly, infant-based tool that guides sensory interventions in the NICU by staging infants based on cardiorespiratory status and physiologic maturity, not age. The i-Rainbow improved the delivery of developmental care activities in our unit and was well received by parents and nurses. VIDEO ABSTRACT: Supplemental Digital Content available at: http://links.lww.com/PPT/A516.

Effects of Instruction on Parent Competency During Infant Handling in a Neonatal Intensive Care Unit.

PURPOSE: The primary purpose of this study was to investigate the effectiveness of 3 different methods for delivering instruction on infant handling to parents in the neonatal intensive care unit (NICU). METHODS: Ninety-six parents in the NICU received instruction. Parents were taught the same 3 infant-handling techniques after random assignment to the (1) direct, (2) video, or (3) written-pictorial instructional groups. After baseline competency assessment, parents received instruction according to their group. A masked evaluator assessed parent performance, and parents rated instructional effectiveness. RESULTS: All groups significantly improved handling performance. The direct and video groups performed 2 handling activities significantly better than the written-pictorial group. No significant differences were found between the direct and video groups. All groups perceived the instruction as effective. CONCLUSIONS: Direct and video instructions are equally effective in teaching parents to perform simple whole motor tasks in the NICU, and parents welcome the instruction.