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| 題 名 | 護理人員評估早產兒由口餵食準備度之能力及其相關因素探討=Nursing Assessment of the Oral Feeding Readiness of Premature Infants and Related Factors |
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| 作 者 | 林情微; 劉千琪; | 書刊名 | 護理雜誌 |
| 卷 期 | 73:2 2026.04[民115.04] |
| 頁 次 | 頁(e26209)1-(e26209)12 |
| 分類號 | 419.843 |
| 關鍵詞 | 早產兒; 由口餵食準備度; 發展性照護; Preterm infant; Oral feeding readiness; Developmental care; |
| 語 文 | 中文(Chinese) |
| DOI | 10.6224/JN.26209 |
| 中文摘要 | 背景:隨著新生兒發展性照護理念的推廣,護理人員逐漸依據早產兒的行為線索提供回應式餵食。此照護模式有助其降低生理壓力,促進神經發展,已成為早產兒的照護趨勢。護理人員若能具備正確評估早產兒準備接受由口餵食的行為表徵,是確保安全餵食,並支持其生長發育的基礎。然而,臨床上影響此評估能力的因素仍待釐清。目的:探討護理人員評估早產兒由口餵食準備度之能力現況及其相關因素。方法:採橫斷式相關性研究設計,以方便取樣選取符合選樣標準新生兒科護理人員共127位。問卷內容包括:人口學特性、發展性照護知識與支持能力量表及評估早產兒由口餵食準備度量表。以獨立樣本t檢定、單因子變異數分析及皮爾森積差進行相關分析,並以逐步迴歸分析進行推論性統計。結果:本研究顯示評估早產兒由口餵食準備度與工作單位之間達顯著差異;病嬰室護理人員的評估能力顯著高於新生兒加護病房者(t = -3.95, p < .01)。有接受由口餵食教育訓練者,其評估能力顯著高於未受訓者(t = 2.03, p < .05)。早產兒由口餵食準備度的評估能力與發展性照護知識(r = .28, p < .05)呈正相關。以逐步迴歸分析顯示:發展性照護知識(β = 0.28, p < .01)、工作單位(β = 0.22, p < .001)及由口餵食教育訓練(β = 0.17, p < .001)是重要的預測因子,共解釋總變異量的13.8%。結論/實務應用:研究結果建議應將早產兒工作單位的護理人員納入早產兒由口餵食在職教育的對象,以增進其評估早產兒由口餵食準備的能力,並落實早產兒發展性照護的運用,以達安全地由口餵食。 |
| 英文摘要 | Background: With the growing emphasis on neonatal developmental care, nurses are being encouraged to provide responsive feeding based on preterm infant behavioral cues. The responsive feeding approach has been shown to reduce stress stimuli, stabilize physiological maturity, and optimize neurodevelopment, making it an important model of care for preterm infants. Consequently, nurses who are proficient in recognizing the behavioral signals of oral feeding readiness in preterm infants are better able to facilitate the safe transition to oral feeding, thereby supporting infant growth and development. Purpose: This study was designed to examine the associated factors of nurses in assessment of oral feeding in preterm infants. Methods: In this cross-sectional correlational study, neonatal nursing staff were recruited using convenience sampling. Data were collected using a demographic questionnaire, the Developmental Care Knowledge and Support Ability Scale, and the Recognition of Preterm Oral Feeding Readiness Scale. Independent t-tests, one-way analysis of variance, and Pearson's product-moment correlation were used in correlation analyses. Stepwise multiple regression was employed for the inferential statistics. Results: Recognition of oral feeding readiness differed significantly by work unit. Specifically, nurses in the sick baby room recognized cues indicating oral feeding readiness more accurately than those in the NICU (t = -3.95, p < .01), while those with prior oral feeding training scored higher than those without (t = 2.03, p < .05). In addition, a positive correlation was found between recognition of oral feeding readiness and developmental care knowledge (r = .28, p < .05). The results of the stepwise regression identified three significant predictors of recognition of oral feeding readiness, which collectively explained 13.8% of the variance. These were: developmental care knowledge (β = 0.28, p< .01), work unit (β = 0.22, p < .001), and oral feeding training (β = 0.17, p < .001). Conclusions/ Implications for Practice: In-service education on preterm oral feeding should be incorporated into the training provided to all nurses working with preterm infants to enhance their developmental care knowledge and improve their ability to recognize the signals of oral feeding readiness. Such targeted training may be expected to facilitate the successful implementation of developmental care practices and promote the safe transition to oral feeding in preterm infants. |
本系統中英文摘要資訊取自各篇刊載內容。