Implementing infant and family-centred developmental care: Exploring the impact of an innovative educational initiative.

Abstract

Evidence-based standards for infant and family-centred developmental care are shaping neonatal care. However, the translation of theory and evidence into practice is challenging. This study aimed at exploring the mechanisms by which a structured learning and mentoring model influences the implementation of infant and family-centred developmental care within neonatal practitioners' own clinical practice. The study used a descriptive qualitative design. Five neonatal practitioners participated in semistructured interviews. Interviews were audio-recorded and transcribed for thematic analysis. The qualitative analysis gave rise to four themes and nine subthemes. The four primary themes were motivation and preparedness for FINE 2; learning experiences during FINE 2; post-training reflections and experiences; and anticipating the future. Neonatal practitioners reported positive outcomes from their participation in relation to the development of their knowledge and skills, their performance of their clinical role and the influence on their relationships with other neonatal staff. Being adequately prepared for the programme in terms of managing the time demands, enabling peer support, the role of additional reading and ensuring realistic line management support were identified as important mechanisms for successful engagement and are being used to support further enhancements of the FINE 2 programme.