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Journal of Child Health Care
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Evaluation of a developmental care training programme for neonatal nurses

Isabelle H. Milette, RN, MScN

Neonatal Intensive Care Unit, Montreal Children’s Hospital, McGill University Health Center, Quebec, Canada, Isabelle.milette{at}muhc.mcgill.ca

Lucie Richard, PhD

University of Montreal, Faculty of Nursing and Groupe de recherche interdisciplinaire en santé, Quebec, Canada

Marie-Josée Martel, RN, MScN

Faculty of Nursing, University of Quebec in Trois-Rivières, Quebec, Canada

Although the impact of developmental care on premature infants has been investigated at length, often the issue of professional development and training related to this type of care has not been examined. The aim of the present study was to evaluate the impact of a developmental care training programme on nurses’ behaviours and cognitive attributes with regard to the prevention of overstimulation of premature infants. The Theory of Reasoned Action (TRA) was the framework underlying the study. This programme evaluation used a quasi-experimental one group pre-test/post-test design. Participants were nurses working in a neonatal intensive care unit. Data were collected by self-administered questionnaires. Significantly higher post-test scores were observed for knowledge and for a variety of theoretical constructs. The results of this study showed the potential of such training programmes to help nurses implement developmental care.

Key Words: developmental care • neonatal intensive care unit • nurse education • programme evaluation • theory of reasoned action (TRA)

Journal of Child Health Care, Vol. 9, No. 2, 94-109 (2005)
DOI: 10.1177/1367493505051400
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Arch. Dis. Child. Fetal Neonatal Ed., January 1, 2008; 93(1): F69 - F73.
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