Parent-Integrated Interventions to Improve Language Development in Children Born Very Preterm

Area of Science:

• Neonatal care
• Developmental pediatrics
• Quality improvement science

Background:

• Neurodevelopmental challenges are common in very preterm infants and require improved interventions.
• Current quality improvement methods need scientific evidence integration for better outcomes.
• Targeting language abilities is crucial for the development of very preterm populations.

Purpose of the Study:

• To test the feasibility of Evidence-based Practice to Improve Quality (EPIQ) for enhancing language abilities in very preterm children.
• To assess the implementation of EPIQ across 10 Canadian neonatal follow-up programs.
• To evaluate the success rate of intervention cycles in meeting targeted aims.

Main Methods:

• Systematic reviews were conducted and performed.
• An online quality improvement educational tool was developed.
• Multidisciplinary teams, including parents, were trained for local implementation and auditing of at least four intervention cycles.
• Virtual support was provided to participating sites.

Main Results:

• Eight out of ten sites successfully implemented at least four intervention cycles.
• Of the 48 completed cycles, 85% met their targeted aims.
• Parent involvement, dedicated champions, and institutional support were key facilitators, despite COVID-19 challenges.

Conclusions:

• Evidence-based Practice to Improve Quality (EPIQ) is a feasible methodology for implementing family-integrated, evidence-informed language interventions in neonatal follow-up programs.
• The study demonstrated successful application of EPIQ in supporting language development.
• Further research is needed to assess long-term benefits for patients, families, and service sustainability.