Development and assessment of a formal learning module to educate veterinary students in an intensive care unit about transfusion reactions

2020 ◽  
Vol 30 (4) ◽  
pp. 405-410
Author(s):  
Jillian M. Haines ◽  
K. Jane Wardrop ◽  
Christopher J. Lindberg ◽  
Kira J. Carbonneau ◽  
Thandeka R. Ngwenyama ◽  
...  
Keyword(s):  
Intensive Care Unit ◽  
Intensive Care ◽  
Formal Learning ◽  
Veterinary Students ◽  
Learning Module ◽  
Transfusion Reactions

Acute transfusion reactions in the pediatric intensive care unit

Transfusion ◽  
2006 ◽  
Vol 46 (11) ◽  
pp. 1899-1908 ◽  
Author(s):  
France Gauvin ◽  
Jacques Lacroix ◽  
Pierre Robillard ◽  
Hélène Lapointe ◽  
Heather Hume
Keyword(s):  
Intensive Care Unit ◽  
Intensive Care ◽  
Pediatric Intensive Care Unit ◽  
Pediatric Intensive Care ◽  
Transfusion Reactions

The Psychosocial Aspects of Feeding in the Neonatal Intensive Care Unit and Beyond

2019 ◽  
Vol 4 (6) ◽  
pp. 1507-1515
Author(s):  
Lauren L. Madhoun ◽  
Robert Dempster
Keyword(s):  
Intensive Care Unit ◽  
Intensive Care ◽  
Neonatal Intensive Care Unit ◽  
Hospital Discharge ◽  
Neonatal Intensive Care ◽  
Oral Feeding ◽  
Medical Attention ◽  
Primary Role ◽  
Speech Language Pathologists ◽  
The Family

Purpose Feeding challenges are common for infants in the neonatal intensive care unit (NICU). While sufficient oral feeding is typically a goal during NICU admission, this can be a long and complicated process for both the infant and the family. Many of the stressors related to feeding persist long after hospital discharge, which results in the parents taking the primary role of navigating the infant's course to ensure continued feeding success. This is in addition to dealing with the psychological impact of having a child requiring increased medical attention and the need to continue to fulfill the demands at home. In this clinical focus article, we examine 3 main areas that impact psychosocial stress among parents with infants in the NICU and following discharge: parenting, feeding, and supports. Implications for speech-language pathologists working with these infants and their families are discussed. A case example is also included to describe the treatment course of an infant and her parents in the NICU and after graduation to demonstrate these points further. Conclusion Speech-language pathologists working with infants in the NICU and following hospital discharge must realize the family context and psychosocial considerations that impact feeding progression. Understanding these factors may improve parental engagement to more effectively tailor treatment approaches to meet the needs of the child and family.

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