| ObjectivesThis research was to investigate the Developmental Supportive Care (DSC) Behaviors in nurses in the Neonatal Intensive Care Unit (NICU), a city Maternity and Child Care Hospital in Shandong Province. A Brief lecture-based training was offered to the Intervention Group to examine its effects on DSC behaviors in NICU nurses in this group, which lays the foundation for the spreading of DSC behaviors to all of relevance.MethodsConvenience sampling was used. Two subunits in the NICU in the Hospital aforementioned were randomly assigned, using the online randomizer, to the Control Subunit/Group or the Intervention Subunit/Group involving 22 and 15 nurses in each group respectively. The brief lecture-based training was only delivered to all nurses in the Intervention Group. The Observational Behavioral DSC Checklist (self-reported and proxy-reported) and the self-administered single-item of Job Satisfaction and that of Quality of Care were used to evaluate nurses’ DSC behaviors, job satisfaction and quality of care before the intervention, four weeks and then eight weeks afterwards respectively. SPSS 19.0 were employed to compare the scoring of these variables between the Intervention and the Control Group. The training lecture included contents like DSC theories, strategic measures, behaviors and modalities. Immediately after the training, all nurse participants were interviewed one by one to reach an understanding about the training.ResultsAll NICU nurses in this study were women who aged 29.7±6.03 (mean±SD) years old. It was found that before the intervention/training, only three DSC behaviors were found different (p<0.05) between two groups, that is, a. "the position supports ease the pain of premature babies during invasive care process", b. "control instrument alarm in time", and c. " the nurse in nursing process chats with others, not the baby ";A total of nine and six DSC behaviors were found improved (p<0.05) four weeks and eight weeks later than that before the training respectively. Three DSC behaviors were found improved at these two time points post-intervention, i.e. a. "I sweetly touch babies in nursing process", b. "the position supports ease the pain of premature babies during invasive care process", and c. "control instrument alarm in time". As to the Control Group, only two DSC behaviors were found significantly improved (p<0.01) at the above two time points post-intervention, namely, a. "my sweet touch in the process of nursing babies", and b. "the nurse whispered conversation, nursing process to avoid unnecessary noise"Nevertheless, no significant difference (p>0.05) was identified in terms of job satisfaction between two groups before the intervention, four weeks after the intervention and then eight weeks afterwards respectively. The scoring of the Job Satisfaction were for the Intervention and the Control group at these three time points was provided as a follow,7.33±3.20 vs.6.59±2.38,6.66 ±2.47 vs.6.10 ±2.16, and 5.67±1.76 vs.1.76±2.56, respectively.As to the scoring of Quality of Care, no significant difference was revealed between two groups at the specified three time points. The difference was significant (p<0.05) between the scoring of Quality of Care before the intervention and that eight weeks after the intervention in the Intervention Group.ConclusionsThe lecture-based training was found to have positive effects on DSC behaviors in NUCU nurses, but more behavioral changes may require more diversified and endurable interventions. The proactive training based on the clinical reality enhance the overall nursing competency, while the brief DSC training helped NICU nurses master more knowledge about premature infants, contributing to good rehabilitative outcomes premature infants, thereby deserving more efforts for future expansion. |
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