The Effect of Sensorimotor Interventions on Feeding Readiness and Oral Feeding Success in Preterm Infants: A Randomized Controlled Trial

Autor/inn/en	Çamur, Zühal; Çetinkaya, Bengü
Titel	The Effect of Sensorimotor Interventions on Feeding Readiness and Oral Feeding Success in Preterm Infants: A Randomized Controlled Trial
Quelle	In: Early Child Development and Care, 193 (2023) 5, S.661-678 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Çamur, Zühal) ORCID (Çetinkaya, Bengü)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2022.2134353
Schlagwörter	Premature Infants; Nutrition; Perceptual Motor Learning; Intervention; Readiness; Success; Foreign Countries; Hospitalized Children; Sensory Integration; Program Effectiveness; Turkey + Suchen Sie Ihr Suchwort? Frühgeburt; Ernährung; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Erfolg; Ausland; Sensorische Integration; Türkei
Abstract	Aim: This study aimed to examine the effect of sensorimotor interventions (SI) on feeding readiness and oral feeding success in preterm infants. Method: A parallel, prospective, and randomized controlled study. The study data were collected between 1 June 2020-1 June 2021 and study sample comprised 60 preterm infants with a gestational age of 30-33 weeks. A combined sensorimotor intervention, including Tactile/Kinesthetic Stimulation + Non-nutritive sucking (NNS), was applied to the intervention group. The Control group applied only a SI as NNS. Results: T-POFRAS feeding readiness scores were higher in the intervention group (p = 0.000). The feeding success level of the intervention was higher. Although hospital discharge time and transition to full breastfeeding of the intervention group were shorter, it was not statistically significant (p = 0.078). Conclusion: It was found that combined SIs were effective in enhancing oral feeding readiness and feeding success levels in preterm infants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01