Browsing by Subject "family-centered care"

Now showing 1 - 3 of 3
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    Family-Centered Care Coordination in an Interdisciplinary Neurodevelopmental Evaluation Clinic: Outcomes From Care Coordinator and Caregiver Reports
    (Frontiers, 2020-10) McNally Keehn, Rebecca; Enneking, Brett; Ramaker, Margo; Goings, Michael; Yang, Ziyi; Carroll, Aaron; Ciccarelli, Mary; Pediatrics, School of Medicine
    Children with neurodevelopmental disabilities experience many unmet healthcare needs. Care coordination is one critical solution to addressing the substantial strain on families, local communities, and the larger healthcare system. The purpose of this study was to implement a care coordination program in an interdisciplinary pediatric neurodevelopmental evaluation clinic and examine care coordinator and caregiver outcomes. Following neurodevelopmental diagnosis, children were provided with either care coordination (CC) or care as usual (CAU). For those receiving CC, the care coordinator documented family goals and care coordination activities, outcomes, and time spent. Caregivers in both groups completed a survey measuring access to needed services and caregiver stress and empowerment following their child's evaluation (T1) and 4-6 months post-evaluation (T2). Care coordinator findings demonstrated that over 85% of family goals focused on understanding the child's diagnosis, getting needed interventions and educational support, and accessing healthcare financing programs. More than half of care coordination activities were spent on engaging and educating the family; similarly, the most time-consuming care coordination efforts were in helping families understand their child's diagnosis and meeting family's basic needs. For those children referred to needed services, 54% were enrolled in one or more service at T2. Caregivers in both the CC and CAU groups reported an increase in stress related to interactions with their child as well as increased empowerment from T1 to T2. Contrary to our hypotheses, there were no significant group-by-time interactions across caregiver-report measures. While these findings further our understanding of care coordination delivery, they diverge from previous evidence demonstrating care coordination efficacy. This study paves the way for future opportunities to evaluate what kinds of care coordination supports family need at varying times in their child's healthcare journey and how the outcomes important to all stakeholders are measured to reflect true evaluation of efficacy.
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    Infant/Early Childhood Mental Health and Collaborative Partnerships: Beyond the NICU
    (Elsevier, 2016-12) Tomlin, Angela M.; Deloian, Barbara; Wollesen, Linda; Department of Pediatrics, School of Medicine
    The NICU experience impacts all family dynamics not just during the intensive care unit stay but in the months and years afterwards. For each family, the first experiences with their baby, whether in the home or the intensive care unit, can set the trajectory for the long-term parent–child relationship and the parent's perspective of their parent roles. These difficult experiences have the potential to be addressed through infant and early childhood mental health (I/ECMH) methods. In this article we review the need for a wide range of social and emotional supports that present in intensive care and continue as families and infants transition to home and community. The potential for addressing these ongoing issues by a variety of providers within many different settings using Infant and Early Childhood Mental Health (I/ECMH) approaches is discussed and examples of successful programs are provided. Finally, we make recommendations for infusing I/ECMH across programs that serve intensive care unit graduates and their families, from the hospital to the home, with primary care providers and other community support programs.
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    Parent-Perceived Effectiveness of the Occupational Performance Coaching Model: A Doctoral Capstone Project
    (2022-05-02) Withrow, Grace E.; Petrenchik, Terry; Department of Occupational Therapy, School of Health and Human Sciences; Frigo, Mariann
    The ultimate purpose of this capstone project was to identify an evidence-based method that helps to close the gap between the number of children who need therapy services and the number of children who receive them. A formal needs assessment was conducted, confirming that this gap is real and exists due to a variety of factors—lack of parent involvement, education, and in-home carryover being at the forefront. As a result, this study aimed to examine the parents’ opinions on the effectiveness of implementing a coaching model, specifically the Occupational Performance Coaching (OPC) model. A thorough literature review was conducted on this model, identifying its structure and strengths. The goal of the coaching model was to empower parents to be autonomous and confident when working with their children at home. This model was implemented with 9 participant families during a 6-week period in which in-person services were delivered to the child with both the therapist and parent present. The therapist coached the parent throughout the session, exchanging information and encouraging independent problem-solving apart from therapy. After the 6-week period, all participant families were asked to take the post-experiential survey and 8 completed it. The responses were uniformly positive and supported the premise and use of the OPC through three major themes, identified and coded using directed qualitative content analysis. These themes were program value, expectation setting, and benefits including empowerment through knowledge acquisition and skill acquisition. The project was deemed mutually beneficial by each the student and the capstone site and had an overall positive impact on the profession of occupational therapy.