Primary Follow-up Care in a Multidisciplinary Setting Enhances Catch-up Growth of Very-low-birth-weight Infants

Bryson, Stephanie R.; Theriot, Lea; Ryan, Nell J.; Pope, J.; Tolman, Nancy M.; Rhoades, Paula

doi:10.1016/s0002-8223(97)00096-5

Cited by 13 publications

(5 citation statements)

References 11 publications

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“…In fact, this Institute of Medicine report supports the development of health care practice built upon collaboration and interdisciplinary practice. The promise and utility of interdisciplinary practice has been increasingly documented within a wide array of settings and populations including: community and academic partnerships (Bloomer, 1995), community-based education (Duerst, 1997), care of the elderly (Bevil et al, 1988;Sommers et al, 2000), obstetrics (Bryson et al, 1997), rehabilitation (Campbell et al, 1992), pediatrics (Ribby & Cox, 1997), substance abuse treatment (Marcus, 2000), teaching health care ethics (Browne et al, 1995), health education (Childers & Guyton, 1985), distance learning (Sweeney & Schuster, 2000), faculty development (Kirchhoff & Haase, 1995;Larson, 1995), diabetic control (Aubert et al, 1998), management of asthma (Delaronde, 2002), and others. In addition, interprofessional training reduces stereotypes associated with professional groups, while enhancing teamwork and clarifying roles within the helping relationship (Lefebvre et al, 2007;Cooper et al, 2001).…”

Section: Introductionmentioning

confidence: 99%

Reducing barriers to interprofessional training: Promoting interprofessional cultural competence

Pecukonis

Doyle

Bliss

2008

Journal of Interprofessional Care

220

180

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The need to train health professionals who can work across disciplines is essential for effective, competent, and culturally sensitive health care delivery. By its very nature, the provision of health service requires communication and coordination between practitioners. However, preparation for interdisciplinary practice within the health care setting is rare. The authors argue that the primary reason students are not trained across disciplines is related to the diverse cultural structures that guide and moderate health education environments. It is further argued that this profession specific "cultural frame" must be addressed if there is any hope of having interprofessional education accepted as a valued and fully integrated dimension of our curriculum. Each health discipline possess its own professional culture that shapes the educational experience; determines curriculum content, core values, customs, dress, salience of symbols, the meaning, attribution, and etiology of symptoms; as well as defines what constitutes health, wellness and treatment success. Most importantly, professional culture defines the means for distributing power; determines how training should proceed within the clinical setting; and the level and nature of inter-profession communication, resolution of conflicts and management of relationships between team members and constituents. It might be said that one factor limiting interdisciplinary training is profession-centrism. If we are to achieve effective and fully integrated interdisciplinary education, we must decrease profession-centrism by crafting curriculum that promotes interprofessional cultural competence. The article explores how to promote interprofessional cultural competence within the health education setting.

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Section: Introductionmentioning

confidence: 99%

Reducing barriers to interprofessional training: Promoting interprofessional cultural competence

Pecukonis

Doyle

Bliss

2008

Journal of Interprofessional Care

220

180

View full text Add to dashboard Cite

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“…Premature infants are at an extremely high risk for nutrient deficiencies and suboptimal growth, which may greatly impact their future health and neurologic development [9]. By having an RD on a multidisciplinary team in the NICU, preterm infants have a greater chance of achieving catch-up growth and therefore avoiding the development of numerous lifelong complications such as inadequate lung development, GI complications, and poor neurological development [10]. It is estimated that 15% of preterm infants will develop cerebral palsy and 50% will develop some sort of cognitive abnormality with a direct link to LBW [11].…”

Section: Discussionmentioning

confidence: 99%

Understanding the Barriers to RDs Practicing In the Neonatal Intensive Care Unit Suny Oneonta

2017

JPNB

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Purpose: To determine and assess the reasons behind the lack of Registered Dietitian (RD) presence in the Neonatal Intensive Care Unit (NICU). Subjects: 272 RDs voluntarily completed the online questionnaire regarding their knowledge, comfort level and experience working with preterm infants. Design: 2500 researcher developed surveys were emailed to Registered Dietitians across the United States. Only 248 surveys were returned which prompted the need to send out additional requests to complete the survey, which were administered via social media. This resulted in 24 more responses. Methods: The electronic survey consisted of a mix of 23 open- and close-ended questions. The survey was singleblinded and all of the responses remained confidential. Institutional Review Board (IRB) approval was obtained prior to the administration of the survey from the State University of New York at Oneonta. Descriptive statistics were used to analyze the data. Results of the survey questions within this study reflect only the number of respondents to the particular question asked, not necessarily the total 262 that participated. Results: Less than half of the respondents had experience working with premature infants (40.6%). Of the RDs who were not comfortable working in the NICU, 55.2% responded that it was due to insufficient knowledge regarding neonatal nutrition. Continuing education was cited as the most desirable mode of obtaining education on working with this population (79.2%). Conclusion: An increase in continuing education opportunities for RDs on nutrition for preterm infants is paramount.

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“…Children of low birth weight experience different growth patterns in relation to children of normal weight at birth, and can more easily become "thin and short". 31 In this respect, it has been suggested that children born under this condition suffer postnatal growth deficit in the first year of life. 32 In our study, 26.3% of the children presented a weight deficit at 12 months, while 21% presented severe height deficit (Table 1).…”

Section: Discussionmentioning

confidence: 99%

Growth and energy and protein intake of preterm newborns in the first year of gestation-corrected age

2003

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The pace of growth is greater in the first semester than in the second, not reaching the standard expected for full-term newborns, with the exception of the cephalic perimeter, which remains adequate. Calorie/protein intake shows an inverse relationship with growth speed, remaining above the recommended for full-term newborns, although with difficulty in depositing subcutaneous fat, in spite of the high caloric intake.

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Primary Follow-up Care in a Multidisciplinary Setting Enhances Catch-up Growth of Very-low-birth-weight Infants

Cited by 13 publications

References 11 publications

Reducing barriers to interprofessional training: Promoting interprofessional cultural competence

Reducing barriers to interprofessional training: Promoting interprofessional cultural competence

Understanding the Barriers to RDs Practicing In the Neonatal Intensive Care Unit Suny Oneonta

Growth and energy and protein intake of preterm newborns in the first year of gestation-corrected age

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