Document Type

Presentation -- MUSC Only

Publication Date

4-10-2025

Faculty Mentor

Zesarae Bodie

Abstract

Research emphasizes the importance of early rehabilitative therapy involvement in the NICU to improve outcomes for preterm infants. The American Academy of Pediatrics (AAP) recommends the presence of occupational therapy (OT) and speech-language therapy (SLP) services in Level III NICUs to enhance neurodevelopment, promote feeding success, and support interdisciplinary collaboration (AAP, 2020). Cue-based feeding approaches have been linked to improved weight gain, reduced hospital stays, and decreased physiological stress in preterm infants compared to volume-driven approaches (Pados et al., 2020). However, limited staff understanding of infant behavioral cues and the distinct roles of OT and SLP can lead to missed therapy referrals and gaps in care delivery.

This capstone project aimed to close that gap at a level III NICU by developing and implementing educational tools for NICU staff to improve their ability to recognize infant cues and distinguish the roles of OT and SLP. Deliverables included a multidisciplinary Infant Feeding Readiness Scale, six educational handouts on infant cues and feeding readiness, a Rehabilitative Services in the NICU booklet, a step-by-step positioning guide, and in-service presentations. Educational materials were presented during a staff skills fair, followed by an anonymous post-education survey distributed through REDcap, a secure, HIPAA-compliant web-based platform designed for research data collection and management (Harris et al., 2009).

Quantitative data indicated strong support for the materials: 100% of participants agreed or strongly agreed that the content enhanced their understanding of infant cues and the roles of OT and SLP. All respondents reported increased confidence in applying this knowledge, with 96.3% stating they were “very likely” to integrate it into clinical practice. Additionally, 92.6% believed the consultation guidelines would improve therapy referral decisions. Qualitative feedback emphasized improved role clarity, greater confidence, and a desire for broader implementation. These findings support the long-term value of structured, interdisciplinary education in the NICU setting.

Comments

References:

American Academy of Pediatrics. (2020). Therapy services in the NICU: Enhancing early intervention for preterm infants. Pediatrics, 145(3), e20192620.

Pados, B. F., Estrem, H. H., Thoyre, S. M., Park, J., & McComish, C. (2020). Feeding readiness in preterm infants: A cue-based approach. Journal of Perinatology, 40(5), 775-781. https://www.nature.com/articles/s41372-020-0597-1

Harris, P. A., Taylor, R., Thielke, R., Payne, J., Gonzalez, N., & Conde, J. G. (2009). Research electronic data capture (REDCap)—A metadata-driven methodology and workflow process for providing translational research informatics support. Journal of Biomedical Informatics, 42(2), 377–381. https://doi.org/10.1016/j.jbi.2008.08.010

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