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Published on: January 7, 2020
A clinical-academic partnership to develop a family management intervention for parents of preterm infants
Ashley M Weber1,2,3, Kristin C Voos2, Tamilyn M Bakas1
1College of Nursing, University of Cincinnati, Cincinnati, OH, USA.
Insights
Academic clinical partnerships are vital for developing family management interventions in the Neonatal Intensive Care Unit (NICU). This collaboration refined the PREEMIE PROGRESS intervention, benefiting future parents and advancing nursing practice.
Area of Science:
- Nursing Science
- Implementation Science
- Family-Centered Care
Background:
- Clinical-academic partnerships accelerate the integration of implementation science into evidence-based intervention development.
- Challenges exist in leveraging resources and expertise within these partnerships for optimal outcomes.
Purpose of the Study:
- To evaluate the crucial role of an academic clinical partnership in creating and improving a family management intervention for the Neonatal Intensive Care Unit (NICU).
Main Methods:
- A longitudinal qualitative descriptive design was employed.
- The intervention was developed and refined through meetings with the NICU's Parent Partnership Council (PPC) and participation of clinical nurses and students.
- Qualitative data were gathered via meetings, emails, and informal discussions, then analyzed thematically using established models.
Main Results:
- The partnership successfully identified the need for and developed the PREEMIE PROGRESS family management intervention.
- Mothers involved perceived the intervention as beneficial and acknowledged its strengths, appreciating their contribution to future families.
Conclusions:
- The synergy between university research resources and NICU clinical expertise was essential for the intervention's success.
- These partnerships foster excellence in nursing practice, research, and education through efficient knowledge translation.
Aims:
To examine the critical role that an academic clinical partnership played in the development and refinement of a family management intervention in the Neonatal Intensive Care Unit (NICU).
Background:
Clinical-academic partnerships enable earlier infusion of implementation science principles into development of evidence-based interventions, yet partners often report difficulty leveraging resources, personnel and expertise to create beneficial outcomes for all.
Design:
Longitudinal qualitative descriptive design.
Methods:
To develop and refine the intervention, designated time was taken during meetings of the NICU's Parent Partnership Council (PPC), a committee comprised of nursing, physician and allied health leadership and former NICU parents. Partnership was also achieved by having bedside clinical nurses, in addition to medical and nursing students, participate as research team members. Qualitative data were collected via email, research team and Council meetings, and informal individual chats with key stakeholders (N = 25) and NICU mothers (N = 22). Qualitative data were analysed deductively using thematic analysis based on MacPhee's partnership logic model and the Reach, Effectiveness, Adoption, Implementation and Maintenance (RE-AIM) model. The consolidated criteria for reporting qualitative research checklist guided our work.
Results:
During Council meetings, the clinical-academic nurse, Director of Family-Integrated Care and Council members identified the need for a family management intervention, and worked together to develop and refine PREEMIE PROGRESS. Mothers found the intervention had numerous strengths and perceived a benefit knowing they helped future parents.
Conclusions:
This work was only possible by leveraging both the university's technology/research resources and the clinical expertise of the NICU staff and PPC. Co-authored presentations, publications and grant funding continued this NICU's legacy in family-centred care and helped shape the clinical-academic nurse's career.
Relevance To Clinical Practice:
Clinical-academic partnerships can promote excellence in nursing practice, research and education through swifter knowledge translation and earlier infusion of implementation science principles into the development of evidence-based nursing interventions.
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