Motor development in premature infants: Study protocol for an interdisciplinary hospital-home intervention.

BACKGROUND: Deviations occur in the neuropsychomotor development of premature infants; early interventions minimize delay motor. This study aimed to determine the effect of an interdisciplinary hospital-home intervention addressing motor development adaptation in premature infants in Colombia in comparison with traditional interventions. METHODS: This study was based on a parallel design, with two groups, namely, experimental and control. The experimental group, hospital-home intervention (HHI) performed in two settings (i.e., hospital neonatal care units and homes), and the control group, traditional intervention, (TI) performed in institutions for premature infants. The sample will be composed of 130 randomly-allocated infants, 65 in the experimental group (HHI) and 65 in the control group (TI) of moderate to late preterm infants (gestational age between 34 and 37 weeks), weighing more than or equal to 1.800 g, who are hemodynamically stable and reside in the cities of Tunja and Bogotá-Colombia recruited between 2021 and 2022. For the pre- and post-intervention assessments, the TIMPSI and the CapDMP are the instruments used to assess motor development and the degree of parents' or caregivers' knowledge about motor development. The HHI is composed of 10 intervention strategies based on stimulation of motor development, performed twice a day for 10 min for two months, in combination with calls to a mobile device, using software (Baby Motor Skills) and an instant messaging system (WhatsApp). RESULTS: This hospital-home intervention program proposes an approach focused on the motor development of premature infants, based on sensory and motor stimulation strategies, in addition to follow-up performed at home with the use of a mobile application that improves the motor development of premature infants. Register Clinical Trial: NCT04563364. CONCLUSION: The HHI provides the opportunity to determine whether the individualized four-week from admission to follow up at home with parent training will improve the motor skills of premature infants.

El reto de formar a profesores universitarios para integrar el aprendizaje móvil / The challenge of training university professionals to integrate mobile learning

Introducción: este trabajo presenta los resultados obtenidos en el proceso de formación de docentes denominado estrategias de aprendizaje mediadas por Móviles, orientado a principios del 2013 y 2014 en la Universidad de La Sabana. Objetivo: contribuir al diseño e implementación de estrategias de aprendizaje móvil en la Universidad, a través de un proceso de formación mezclado, que parte del reconocimiento de lo que es el aprendizaje móvil, identificándose sus fortalezas y debilidades, para después determinar si lo más adecuado para el proceso de formación que se ha diseñado, es integrar los dispositivos como un apoyo o complemento del mismo. Métodos: se realizó una investigación descriptiva que incluyó el diseño e implementación de un proceso de formación para 19 profesores universitarios a quienes se les aplicó una entrevista para identificar los aportes y dificultades que estos habían tenido durante el proceso de formación. Resultados: dentro de los principales resultados encontrados, se puede indicar que aunque existe una gran iniciativa por parte de los docentes durante el componente presencial, solo el 35 por ciento de estos logra culminar el componente virtual del mismo, debido en gran medida a la falta de tiempo con la que cuentan los docentes durante el semestre académico y a las dificultades que existen en las instituciones de educación superior para incorporar este tipo de dispositivos. Conclusiones: durante el proceso de formación fue posible evidenciar que los docentes necesitan de un acompañamiento prolongado que ayude a superar las dificultades que se presentan y a potenciar las ventajas que encuentran los docentes al incorporar este tipo de tecnología a su práctica docente(AU)

Introduction: This paper presents the results obtained in the process of teacher training called learning strategies mediated by Mobiles, oriented at the beginning of 2013 and 2014 at the University of La Sabana. Objective: To contribute to the design and implementation of mobile learning strategies at the University, through a blended learning process, starting with the recognition of mobile learning, identifying its strengths and weaknesses, and then determining if the most appropriate for the training process that has been designed is to integrate the devices as a support or complement to mobile learning. Methods: A descriptive research was carried out which included the design and implementation of a training process in the case of 19 university professors who were interviewed to identify their contributions and difficulties during the training process. Results: Among the main results found, it is possible to indicate that although there is a great initiative by the teachers during the face-to-face component, only 35 percent of these manage to complete the virtual component, due largely to the lack of time that teachers have during the academic semester and the difficulties that exist in institutions of higher education for incorporating this type of devices. Conclusions: During the training process it was possible to show that teachers need a long-term accompaniment that helps overcome the difficulties present and enhance the advantages that teachers find when incorporating this type of technology into their teaching practice(AU)