scholarly journals The Evaluation of Oral Feeding in Preterm Infants: Turkish Validation of the Early Feeding Skills Assessment Tool

2021 ◽  
Author(s):  
Burcu Aykanat Girgin ◽  
◽  
Duygu Gozen ◽  
Rabia Uslubas ◽  
Leyla Bilgin ◽  
...  
Keyword(s):  
Preterm Infants ◽  
Assessment Tool ◽  
Oral Feeding ◽  
Skills Assessment ◽  
Early Feeding ◽  
Turkish Validation ◽  
Feeding Skills

Feeding Difficulties in Preterm Infants

2011 ◽  
Vol 3 (6) ◽  
pp. 324-331 ◽  
Author(s):  
Pamela Dodrill
Keyword(s):  
Risk Factor ◽  
Preterm Infants ◽  
Oral Feeding ◽  
Early Feeding ◽  
Feeding Difficulties ◽  
Milk Flow ◽  
Feeding Skills ◽  
Clinical Questions ◽  
Feeding Difficulty ◽  
Therapy Interventions

Preterm infants often display difficulty establishing oral feeding in the weeks following birth. This article aims to provide an overview of the literature investigating the development of feeding skills in preterm infants, as well as of interventions aimed at assisting preterm infants to develop their feeding skills. Available research suggests that preterm infants born at a lower gestational age and/or with a greater degree of morbidity are most at risk of early feeding difficulties. Respiratory disease was identified as a particular risk factor. Mechanisms for feeding difficulty identified in the literature include immature or dysfunctional sucking skills and poor suck–swallow–breath coordination. Available evidence provides some support for therapy interventions aimed at improving feeding skills, as well as the use of restricted milk flow to assist with maintaining appropriate ventilation during feeds. Further research is needed to confirm these findings, as well as to answer remaining clinical questions.

scholarly journals The Validity and Reliability of Early Feeding Skills Assessment and Cue-Based Feeding Scales for Preterm Infants

2021 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Farideh Kamran ◽  
Setareh Sagheb ◽  
Seyyed Ahmadreza Khatoonabadi ◽  
Abbas Ebadi ◽  
Yaser Faryadras ◽  
...  
Keyword(s):  
Preterm Infants ◽  
Discriminant Validity ◽  
Intraclass Correlation ◽  
Weighted Kappa ◽  
Oral Feeding ◽  
Skill Assessment ◽  
Early Feeding ◽  
Validity And Reliability ◽  
Rater Reliability ◽  
Feeding Skills

Background: One of the fundamental factors in infants’ readiness to discharge from the Neonatal Intensive Care Unit (NICU) is attaining full oral feeding. Determining the infants’ development requires instruments to comprehensively assess the infants’ oral skills and the process of feeding. Objectives: This study aimed to measure the validity and reliability of Early Feeding Skill assessment (EFS) and the subscales of the cue-based feeding (Oral Feeding Readiness scale (OFRS) and Oral Feeding Quality scale (OFQS)). Methods: Participants consisted of 30 preterm infants born at gestational age (GA) ≤ 34 weeks in Dr. Shariati Hospital, Tehran University of Medical Sciences, Tehran, Iran. Infants were enrolled by convenience sampling. Intraclass correlation coefficients (ICC) and Weighted Kappa were used to measure reliability, and Spearman and Pearson’s correlation coefficient were used to test convergent and discriminant validity. Results: The inter- and intra-rater reliability of all dimensions of EFS were good (ICC ranged from 0.77 to 0.95) except intra-rater reliabiltiy for the ability to maintain physiologic stability and ability to coordinate swallowing was moderate. The inter-rater reliability of the cue-based feeding scales was excellent (Weighted Kappa of > 0.74). The intra-rater reliablity indicated good agreement for OFRS (Weighted Kappa = 0.73) and excellent agreement for OFQS (Weighted Kappa = 0.75). There was an inverse correlation between most subscales of EFS and cue-based feeding scales (P < 0.05), except the ability to maintain physiologic stability and ability to coordinate swallowing dimensions (P > 0.05). There was a significant correlation between the ability to maintain physiologic stability dimension and post menstrual age (PMA) (r = 38, (P < 0.05) and between the oral feeding recovery assessment and GA (r = 0.37, (P < 0.05). OFQS was inversely correlated with GA and PMA (P < 0.05). Conclusions: EFS and cue-based feeding scales are valid and reliable scales to assess the oral feeding skills of preterm infants; however, using only one of these scales solely to evaluate infants’ feeding process is not enough.

Psychometric Properties of the Early Feeding Skills Assessment Tool

2018 ◽  
Vol 18 (5) ◽  
pp. E13-E23 ◽  
Author(s):  
Suzanne M. Thoyre ◽  
Britt Frisk Pados ◽  
Catherine S. Shaker ◽  
Kristy Fuller ◽  
Jinhee Park
Keyword(s):  
Psychometric Properties ◽  
Assessment Tool ◽  
Skills Assessment ◽  
Early Feeding ◽  
Feeding Skills

scholarly journals The Early Feeding Skills Assessment for Preterm Infants

2005 ◽  
Vol 24 (3) ◽  
pp. 7-16 ◽  
Author(s):  
Suzanne Thoyre ◽  
Catherine Shaker ◽  
Karen Pridham
Keyword(s):  
Preterm Infants ◽  
Transition Period ◽  
Oral Feeding ◽  
Early Feeding ◽  
Adequate Intake ◽  
Motor Functioning ◽  
Oral Motor ◽  
Postconceptional Age ◽  
Feeding Skills ◽  
The Individual

Preterm infants develop the skills necessary to begin oral feeding as their health stabilizes and as they reach a postconceptional age that supports coordination of breathing and swallowing with oral-motor functioning. The time from initiation of oral feeding to full oral feedings (with adequate intake for growth and maintenance of physiologic stability) can vary from days to months for the preterm infant. The approach to feeding the infant during this transition period must be developmentally supportive and tailored to meet the needs of the individual. To accomplish this, caregivers—notably nurses and parents—need to communicate about the specific skills that the infant has gained, about skills that are emerging, and about skills that the infant has not yet developed. The Early Feeding Skills (EFS) Assessment is a checklist for assessing infant readiness for and tolerance of feeding and for profiling the infant’s developmental stage regarding specific feeding skills: the abilities to remain engaged in feeding, organize oral-motor functioning, coordinate swallowing with breathing, and maintain physiologic stability. This article introduces the EFS.

scholarly journals Traducción y estudio de propiedades métricas de la herramienta Early Feeding Skills Assessment en el nacido prematuro

2020 ◽  
Author(s):  
Milagros Matarazzo Zinoni ◽  
Laura Campos Herrero ◽  
Domingo González Lamuño ◽  
Isabel de las Cuevas Terán
Keyword(s):  
Skills Assessment ◽  
Early Feeding ◽  
Feeding Skills

scholarly journals A Novel Approach to Assess Oral Feeding Skills of Preterm Infants

Neonatology ◽  
2011 ◽  
Vol 100 (1) ◽  
pp. 64-70 ◽  
Author(s):  
C. Lau ◽  
E.O. Smith
Keyword(s):  
Preterm Infants ◽  
Oral Feeding ◽  
Novel Approach ◽  
Feeding Skills

scholarly journals Bottle-Feeding Challenges in Preterm-Born Infants in the First 7 Months of Life

2020 ◽  
Vol 7 ◽  
pp. 2333794X2095268
Author(s):  
Rebecca R. Hill ◽  
Jinhee Park ◽  
Britt F. Pados
Keyword(s):  
Preterm Infants ◽  
Neonatal Intensive Care ◽  
Online Survey ◽  
Linear Models ◽  
Assessment Tool ◽  
Bottle Feeding ◽  
Oral Feeding ◽  
Term Infants ◽  
Very Preterm Infants ◽  
Preterm Born

Preterm infants frequently experience oral feeding challenges while in the neonatal intensive care unit, with research focusing on infant feeding during this hospital stay. There is little data on symptoms of problematic feeding in preterm-born infants in the months after discharge. The purpose of this study was to describe symptoms of problematic bottle-feeding in the first 7 months of life in infants born preterm, compared to full-term infants. Parents of infants less than 7 months old completed an online survey that included the Neonatal Eating Assessment Tool—Bottle-feeding and questions about the infant’s medical and feeding history. General linear models were used to evaluate differences in NeoEAT—Bottle-feeding total score and subscale scores by preterm category, considering other significant factors. Very preterm infants had more symptoms of problematic bottle-feeding than other infants. Current age, presence of gastroesophageal reflux, and anomalies of the face/mouth were associated with problematic bottle-feeding.

scholarly journals Simulation-Based Training Improves Student Assessment of Oral Feeding Skills in Preterm Infants

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Courtney Broadfoot ◽  
Julie Estis
Keyword(s):  
Health Care ◽  
Preterm Infants ◽  
Student Assessment ◽  
Oral Feeding ◽  
Feeding Difficulties ◽  
Entry Level ◽  
Undergraduate Nursing ◽  
Clinical Recommendation ◽  
Simulation Based ◽  
Feeding Skills

Advancements in medical technology have contributed to increased rates of preterm birth. Prematurity places infants at high risk for feeding difficulties, however. Early identification and assessment of preterm infant dysphagia is critical to maximize nutrition and hydration, feeding safety, and growth and development. The purpose of this study was to assess the ability of a simulation-based training toolto increase non-health care and entry-level clinical student sensitivity to signs of feeding distress in preterm infants. Data were collected from 60 students (20 masters-level Speech-Language Pathology, 20 undergraduate nursing, 20 undergraduate non-health care) in a pre-test/post-test design. All participants completed a brief simulation training protocol, and accuracy percentages were calculated based on their ability to determine the following: physiological and behavioral signs of feeding distress, oral feeding skill level (OFS), and clinical recommendation for further feeding evaluation. Our results revealed that this simulation-based training improved the identification of behavioral (p < 0.001) and physiological (p < 0.001) signs of feeding distress, OFS level (p < 0.001), and ability to make appropriate clinical recommendations (p < 0.001).This study has identified a successful method to effectively train entry-level clinical and non-clinical students to screen feeding skills in preterm infants. This training approach has the potential to improve identification of feeding distress and to recognize the need for a dysphagia evaluation to optimize clinical outcomes in this fragile population.

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