BACKGROUND AND OBJECTIVE: One of the early interventions in neurodevelopmental disorders in neonatal intensive care units is providing proper conditions for infants. Premature infants have lost their last three months of life in the uterus, and as a result, have not reached a collapsed status, which is a developmental position that indicates brain growth in the infant. Considering the importance of the neonatal position in developmental positions and achievement of better neural evolution, this study was conducted to implement educational intervention to improve the performance of nurses in order to properly implement the developmental positions of premature infants in neonatal intensive care unit.
METHODS: This interventional study was carried out among 85 neonatal intensive care unit nurses in Shahid Akbar-Abadi and Ali Asghar Hospitals in Tehran in three stages. First, the nurses' performance was evaluated regarding the supportive developmental positions of the premature infants in the neonatal intensive care unit through a neonatal assessment tool (IPAT with a maximum score of 12 and a minimum score of 3). Then, nurses were educated by slides and face to face and the performance of nurses was evaluated and compared after the first week after training and two months after the training.
FINDINGS: Demographic data showed that the education level of most nurses (98.8%) was bachelor's degree and most nurses (48.2%) were older than 30 years of age. The highest work experience of nurses (42.4%) was in the range of 5–10 years. In addition, the nurses' performance score regarding the supportive developmental position of premature infants in the pre-training stage (5.84±0.03), the first week after training (8.35±1.42) and two months after training (8.71±1.16) had a significant difference (p<0.001).
CONCLUSION: Based on the results of this research, educating the use of developmental positions of premature infants has positive effects on the clinical performance of neonatal intensive care unit nurses
