Professional educational training programs

S.S.D.©: An introduction to developmental care

Training to improve awareness of health care professionals evolving with premature infants, credited for 2H of CNE.

Context

 The impact of the NICU environment and toxic stress on the fragile developing brain of the premature infant can have important neurobehavioral long-term issues if they are not addressed.  Development of care is an individualized and family-centered care philosophy that promotes the optimal neurological development of premature infants at the NICU. This neuroprotective care is supported by national (Leading practice from Accreditation Canada) and international recommendations (Institutional implementation of developmental neuroprotective care in the NICU from the CANN, CAPWH, NANN & COINN).

 Description & Objective

 The goal of this educational training is to improve your theoretical knowledge and your clinical abilities in order to maximize the physical, cognitive and behavioural potential of sick term newborns or premature infants. It consists of an introduction and overview of the theoretical and scientific evidence.

 Specific learning objectives

 Improve your understanding of

• 1. The neurological development of the fetus and neurosensory integration
  2. The neonatal unit and its impact: toxic stress
  3. The Developmental care background
     1. Scientific
     2. Theoretical

• Conceptual and professional

1. The clinical strategies and practice guidelines related to DC
   1. Protecting sleep
   2. Preventing pain and stress
   3. Activity of daily living adapted to the GA
   4. Family centered care and the parent-infant relationship
   5. Healing environment: noise, light, design
2. Improve your capacity to recognize
   1. Differentiating between stress and adaptation cues
   2. Which clinical intervention to strategically put in place based on this interpretation

• This training targets all nurses and health care professionals that work with high-risk infants. This includes neonatal professionals evolving in level II & III units or in a general nursery as well as those that care for ex-premature infants in the community.
• The implication of the administration and the medical team is essential to the success of developmental care implementation. They are strongly encouraged to participate in this training as well.
• The multidisciplinary approach to this kind of care is an essential component of their guidelines and the multidisciplinary team is strongly encouraged to participate in this training as well.

It is highly recommended to have read to following before the training:

• Coughlin et al (2009):  Core measures for developmentally supportive care in neonatal intensive care units: theory, precedence and practice.
• Coughlin (2011): Age-Appropriate Care of the Premature and Critically Ill Hospitalized Infant:  NANN Guideline for Practice.  
• Coughlin (2014). Transformative nursing in the NICU: trauma-informed age-appropriate care. Springer Publishing

Canadian Intellectual Property Office (CIPO)
Certificate of Registration of Copyright # 1154064, Milette (2018)

P.F.S.D.© : Educational training program on developmental care

Training program on theoretical and practical constructs surrounding developmental care, credited for 7H of CNE.

Context

 The impact of the NICU environment and toxic stress on the fragile developing brain of the premature infant can have important neurobehavioral long-term issues if they are not addressed.  Developmental neuroprotective trauma-informed care is an individualized and family-centered care philosophy that promotes the optimal neurological development of premature infants at the NICU. This neuroprotective care is supported by national (Leading practice from Accreditation Canada) and international recommendations (Institutional implementation of developmental neuroprotective care in the NICU from the CANN, CAPWH, NANN & COINN).

Description & objective

The goal of this educational training is to improve your theoretical knowledge and your clinical abilities in order to maximize the physical, cognitive and behavioural potential of sick term newborns or premature infants by decreasing their toxic stress and integrating parents in their care.

Specific learning objectives

• Improve your understanding of
  1. The neurological development of the fetus and neurosensory integration
  2. The neonatal unit and its impact: toxic stress
  3. The Developmental neuroprotective trauma-informed care background
     1. Scientific
     2. Theoretical
     3. Conceptual and professional

1. The clinical strategies and practice guidelines related to Developmental neuroprotective trauma-informed care
   
   1. Protecting sleep
   2. Preventing pain and stress
   3. Activity of daily living adapted to the GA
   4. Family centered care and the parent-infant relationship
   5. Healing environment: noise, light, design

• Improve your capacity to recognize
  1. Premature and sick infant behavioral cues
  2. Differentiating between stress and adaptation cues
  3. Which clinical intervention to strategically put in place based on this interpretation
• Improve your clinical competency re. the application of the clinical strategies and practice guidelines mentioned above

Target audience

• This training targets all nurses and health care professionals that work with high-risk infants. This includes neonatal professionals evolving in level II & III units or in a general nursery as well as those that care for ex-premature infants in the community.
• The implication of the administration and the medical team is essential to the success of developmental care implementation. They are strongly encouraged to participate in this training as well.
• The multidisciplinary approach to this kind of care is an essential component of their guidelines and the multidisciplinary team is strongly encouraged to participate in this training as well.

It is highly recommended to have read to following before the training:

• Coughlin et al (2009):  Core measures for developmentally supportive care in neonatal intensive care units: theory, precedence and practice.
• Coughlin (2011): Age-Appropriate Care of the Premature and Critically Ill Hospitalized Infant:  NANN Guideline for Practice.  
• Coughlin (2014). Transformative nursing in the NICU: trauma-informed age-appropriate care. Springer Publishing Company, Watson Caring Science Institute, Caring Essentials Collaborative.

 Canadian Intellectual Property Office (CIPO)
Certificate of Registration of Copyright #1154067, Milette (2018)

P.F.S.D.©+: Advanced training program in developmental care - coaching at the bedside

Program for the clinical integration of development care with bedside coaching, accredited for 4-8H of CNE.

 Changing behaviors and work habits is difficult in any context but represents a major challenge in the health care system. Although communication, education and training enable health professionals to better understand the changes required and to commit to apply them in their clinical practice, behavioral changes take time and usually require external influence: a coach. Research in the sector shows that when training is combined with coaching, individuals increase their productivity on the requested change by 86% on average, compared to 22% with training alone. Coaching increases the speed of adoption of behaviors related to new knowledge and optimizes their application in clinical practice.

 Description & objective

 This training aims to integrate your theoretical knowledge into your clinical practice through bedside coaching, in order to maximize your clinical skills in neuroprotective SDD. The ultimate goal in the patient is to maximize the neurodevelopmental potential of sick or premature newborns by decreasing their toxic stress.

 Specific learning objectives

 Improve your ability to interpret newborn behaviors and cues by observing and identifying signs of stress and adjustment.

• Improved your clinical competence in care practices according to the 5 basic measures in developmental care. Mainly:
  • Calming and carrying method
  • physiological positioning
  • infant-driven feeding
  • swaddled bathing

 Target Audience

 This training targets all nurses and health care professionals that work with high-risk infants. This includes neonatal professionals evolving in level II & III units or in a general nursery as well as those that care for ex-premature infants in the community.

• The multidisciplinary approach to this kind of care is an essential component of their guidelines and the multidisciplinary team is strongly encouraged to participate in this training as well.

 Prerequisites

 The P.F.S.D.© is a prerequisite for this training.

Certificate of Registration of Copyright # 1154067, Milette (2018)

P.I.S.D.© : Educational program on the implementation of developmental care in neonatal units

Training program on the institutional implementation of developmental care in NICU, credited for 4H of CNE.

Context

The impact of the NICU environment and toxic stress on the fragile developing brain of the premature infant can have important neurobehavioral long-term issues if they are not addressed.  Development of care is an individualized and family-centered care philosophy that promotes the optimal neurological development of premature infants at the NICU. This neuroprotective care is supported by national (Leading practice from Accreditation Canada) and international recommendations (Institutional implementation of developmental neuroprotective care in the NICU from the CANN, CAPWH, NANN & COINN).  However, implementation strategies necessary for the success of developmental care implementation in NICUs are little known and seldom used, although their success has been well demonstrated in the literature.

 Description & Objectives

This training aims to enhance your theoretical knowledge on strategies for developmental care implementation according to the guidelines for the implementation of developmental neuroprotective care in the NICU – Joint position statement from the CANN, NANN, COINN & CAPWHN (Milette et al, 2017). Specific implementation strategies for your unit will be suggested and help for implementation offered.

 Specific learning objectives

• Improve your understanding of
  1. The neurological development of the fetus and neurosensory integration
  2. The neonatal unit and its impact: toxic stress
  3. The Developmental care background
     1. Scientific
     2. Theoretical

• Conceptual and professional

1. Guidelines for institutional implementation of neuroprotective developmental care in the NICU

• Improve your capacity to recognize
  1. The strengths and weaknesses of your unit in developmental care
  2. The priorities in developmental care implementation objectives on your unit
  3. The barriers to the institutional implementation of developmental care and those specific to your unit
• Improve your clinical competency re. the application of the institutional implementation strategies of developmental care

   Target audience

 The involvement of the administrators is essential to the implementation of developmental care. The head nurses, coordinators and program directors as well as health professionals in a clinical role of leadership are strongly encouraged to participate in this training as their role is crucial for vision changes, guidelines implementation and clinical practice changes in the NICU.  The goal is to improve the quality of care and outcomes of premature infants in accordance with national recommendations.

Pre-requisites

P.F.S.D.©:  Educational program on developmental care

Canadian Intellectual Property Office (CIPO)
Certificate of Registration of Copyright # 1154068, Milette et Ribeiro da Silva (2018)

P.T.D.© : Educational program on facilitating the transition home of premature infants

Training program on the importance of supporting the infant and its family after discharge from the NICU, credited for 7H of CNE.

Context

Premature newborns are at higher risk of short, medium- and long-term complications than term newborns. They may have post-discharge problems that require specific knowledge, effective discharge planning, home-based follow-up, and parental involvement at home. Facilitating this transition is therefore essential to discharge success.

Description & objective

This training aims to improve your theoretical knowledge on facilitating the transition of premature newborns between the hospital and the home, as well as their follow-up at home, according to the latest recommendations of the Canadian Pediatric Society (CPS), the American Academy of Pediatric (AAP) and, of course, Developmental Care Guidelines (NANN).

Specific learning objectives

At the end of this training the participant will better understand the latest recommendations for discharge and follow-up of preterm infants at the Canadian Pediatric Society (CPS):

• Problems of premature and / or early premature infants
• Premature newborn skills for fitness to leave
• Parental skills needed to get their newborn baby off home
• Intervention strategies for discharge preparation and home follow-up of preterm infants
  • Practice standards of the OIIQ
  • The CPS & Health Canada Guidelines
  • The Baby steps to home guidelines (NANN)
  • Developmental Care Guidelines (NANN)

 Target audience

 This training is intended for all nurses or health professionals who come into contact with a premature newborn and especially those who prepare these children and their families for hospital discharge as well as those who work in the community and who are particularly concerned in the postnatal care of the child and his family.

Certificate of Registration of Copyright # 1154065, Milette (2018)

E.C.N.N.©: The clinical exam of the newborn (© Cantin, Letendre, Martel & Milette)

Training presenting techniques and metodologies for the complete and improved clinical exam of the newborn, credited for 7H of CNE.

Context

 Birth rates have been increasing over the last few years. This increases the demand on the health care system. As a result, more and more sick and premature infants are admitted to tertiary and quaternary hospitals and are subsequently transferred to primary or secondary care units in the regions or even at home. Nurses are very often the first health care professionals to examine an infant and to make a clinical impression in order to intervene quickly or refer him/her to other resources. In addition, they are the first health professionals contact for most families in hospital and community settings. The knowledge and skill surrounding the clinical examination of the newborn at is therefore essential to their practice.

Description & objective

This activity aims to improve your theoretical and clinical knowledge regarding the clinical examination of the newborn and the collection of data (antenatal, perinatal and postnatal history). It also aims to familiarize you with a systematic technique of clinical examination according to the philosophy of the care of the development including a comparison between the normal and the most common pathologies.

Specific Learning objectives

• At the end of the training, the participant will be able to better understand
  1. Basic notions of clinical examination of the newborn
  2. The organization of a complete physical examination
• At the end of the training, the participant will be able to better recognize certain variations and deviations from normal
• At the end of the training, the participant will be able to better apply
  1. The basic method of physical examination
  2. Deepening of a specific system in the presence of a problem