Very preterm birth: Maternal experiences of the neonatal intensive care environment

Journal article

Woodward, Lianne J., Bora, Samudragupta, Clark, Caron A.C., Montgomery-Honger, Argene, Pritchard, Verena E., Spencer, Carole and Austin, Nicola C.. (2014). Very preterm birth: Maternal experiences of the neonatal intensive care environment. Journal of Perinatology. 34(7), pp. 555 - 561. https://doi.org/10.1038/jp.2014.43
AuthorsWoodward, Lianne J., Bora, Samudragupta, Clark, Caron A.C., Montgomery-Honger, Argene, Pritchard, Verena E., Spencer, Carole and Austin, Nicola C.
Abstract

Objective: Examine sources, predictors and child outcomes associated with neonatal intensive care unit (NICU)-related stress for mothers of infants born very preterm (VPT). Study Design: Participants were 133 mothers of VPT infants admitted to a regional level-III NICU. At term equivalent, mothers completed the Parental Stressor Scale: NICU and were interviewed about their psychological well-being and family circumstances. Infant clinical data were also collected. At corrected age 4 years, 49 children were assessed for cognition, language and socio-emotional development. Result: Mothers reported moderate to low stress, with parental role alteration considered most stressful and parent–staff communications least stressful. Predictors of overall stress included maternal educational underachievement, stressful life events, postnatal depression and infant unsettled-irregular behavior. NICU-related stress was associated with child anxiety and poorer language development. Conclusion: Parental well-being is an important focus of care in the neonatal setting. Strategies are needed to optimize early engagement and reduce stress levels to assist improved child outcomes.

Year2014
JournalJournal of Perinatology
Journal citation34 (7), pp. 555 - 561
PublisherNature Publishing Group
ISSN0743-8346
Digital Object Identifier (DOI)https://doi.org/10.1038/jp.2014.43
Scopus EID2-s2.0-84903558502
Page range555 - 561
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
EditorsE. Lawson
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