新生儿重症监护室住院期间提高父母敏感性的母婴干预措施:系统综述和荟萃分析

IF 1.5 4区 医学 Q2 EDUCATION, SPECIAL
A. Lavallée, Gwenaëlle De Clifford-Faugère, A. Ballard, M. Aita
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引用次数: 9

摘要

这项系统综述和荟萃分析检验了与标准护理或主动对照相比,早产儿父母的父母-婴儿干预措施对父母敏感性的有效性。本综述遵循PRISMA(系统评价和荟萃分析的首选报告项目)指南,并在国际系统评价前瞻性登记册(PROSPERO;注册ID:CRD42016047083)中前瞻性登记。从开始到2020年进行数据库搜索,以确定符合条件的随机对照试验。两位综述作者独立选择研究,提取数据,并使用Cochrane偏倚风险评估工具评估偏倚风险,使用推荐、评估、发展和评估等级(GRADE)指南评估证据质量。共纳入19项研究(n=2111名参与者),其中14项适合纳入我们的主要结果荟萃分析。结果显示,父母-婴儿干预措施与标准护理或基础教育计划相比,对父母的敏感性没有显著影响。结果可能不一定是由于干预措施的无效性,而是由于实施失败或纳入研究的高偏倚风险。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Parent–Infant Interventions to Promote Parental Sensitivity During NICU Hospitalization: Systematic Review and Meta-Analysis
This systematic review and meta-analysis examined the effectiveness of parent–infant interventions for parents of preterm infants on parental sensitivity compared to standard care or active comparators. This review follows the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines and was prospectively registered in the International Prospective Register of Systematic Reviews (PROSPERO; registration ID: CRD42016047083). Database searches were performed from inception to 2020 to identify eligible randomized controlled trials. Two review authors independently selected studies, extracted data, and assessed the risk of bias using the Cochrane risk of bias assessment tool and quality of evidence using the Grades of Recommendation, Assessment, Development and Evaluation (GRADE) guidelines. A total of 19 studies (n = 2,111 participants) were included and 14 were suitable to be pooled in our primary outcome meta-analysis. Results show no significant effect of parent–infant interventions over standard care or basic educational programs, on parental sensitivity. Results may not necessarily be due to the ineffectiveness of the interventions but rather due to implementation failure or high risk of bias of included studies.
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来源期刊
CiteScore
3.30
自引率
7.10%
发文量
21
期刊介绍: The Journal of Early Intervention (JEI) publishes articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.
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