Endorsed Training Courses

CLE – Compréhension du Langage de l’Enfant / Understanding the Child’s Language

The CLE training is based on the synactive theory of newborn development and behavioral organization by Heidelise Als (1982) and follows the NIDCAP approach (Newborn Individualized Developmental Care and Assessment Program), recognized as the “gold standard” for family-centered developmental care.

This training is provided by a NIDCAP Trainer or a NIDCAP Certified Professional under the supervision of a NIDCAP Trainer, within the framework of a service-oriented approach or formal NIDCAP training (for part of the team). This program was designed and evaluated by NIDCAP Trainers and NIDCAP Professionals from various Belgian hospitals and has received positive feedback from other European NIDCAP Training Centers.

CLE does not replace formal NIDCAP training, but helps to foster reflection and practices leading toward formal training. It meets the needs of maternity healthcare settings, and intensive and non-intensive neonatal units.

Objectives:

• To develop theoretical knowledge of healthcare professionals on individualized developmental care centered on the family.
• To improve the skills of observation and understanding of premature infants’ behavior in collaboration with the family.
• To strengthen the reflective practice of caregivers, transitioning from task-oriented care to relational care that supports neurosensory development and the parent-child bond.
• To support the implementation of family-centered developmental care within a service, based on an analysis of practices and the system.

Target Audience:

• Healthcare staff and parents involved in the care of premature and/or vulnerable newborns, across all disciplines.
• The training is delivered on-site with a maximum of 6 participants per training cycle.

Training Outline (18h with trainer and 2 x 18h individual work)

The training is conducted in three sessions with the trainer, between which participants are expected to work semi-autonomously, following structured tasks over two six-week periods. Outside the training days with the trainer, participants will need at least 3 hours per week to complete their personal work, either during their regular work hours or if that is not possible, during their personal time.

For more details about the program and certification, click here

For more information, please contact:

• Delphine Druart, RN: delphine.druart@stpierre-bru.be
• Inge Van Herreweghe, MD: inge.vanherreweghe@stpierre-bru.be
• Laurence Grevesse, RN: laugrevesse@hotmail.com

NIDCAP – CIRENA Education Program

The NIDCAP-Cirena Education Program (Individualized Care for the Newborn, in Spanish) arises as a necessary alternative for a large group of professionals living and working in countries with limited resources and was developed by Drs. Graciela Basso and Laura Goldberg of the NIDCAP Centro Latinoamericano (NIDCAP Training Center in Buenos Aires, Argentina). After working for many years as a NIDCAP and APIB trainer in Argentina, Southern Europe, and Latin America, Dr. Basso understands the main challenges facing these regions.

While the units in these regions may be highly complex, they lack the time and financial resources to access training programs that signify a paradigm shift in newborn care. Currently, newborn care is still focused on technology and traditional treatment programs.

Professionals, in general, do not have access to study materials in Spanish and, overall, may not understand English. In response, Drs. Basso and Goldberg have written two books in collaboration with prominent professionals and NIDCAP trainers from Southern Europe and Latin America, thereby providing evidence-based and user-friendly reading materials in Spanish.

The program has two learning options (in person or hybrid):

• CIRENA I (INTRODUCTION): Consists of 8 hours → 6 lectures of 45 minutes and 2 hours workshop.
• CIRENA II (CORE): Consist of 30 hours → 10 meetings of 3 hours each one (lectures + activities + observations) After every meeting: debriefing space facilitated by a NIDCAP educator.

Manuals are provided:

1. Theoretical Manual, based on chapters of 2 books in Spanish: “Premature Birth” and ¨Neurodevelopment in Neonatology¨.
2. Theoretical practical manual with questions and activities on the topics covered in the classes.
3. Observation Manual

CIRENA I

• Embryology and Physiology of the Nervous System: Study of the development and functioning of the nervous system in the early stages of life.
• Fetal Patient: Understanding and addressing the unique needs and considerations related to prenatal care and development.
• NIDCAP and Synactive Theory: NIDCAP (Newborn Individualized Developmental Care and Assessment Program) and Synactive Theory are approaches that focus on individualized care for newborns, considering their neurodevelopmental needs.
• Autonomic System, Motor Development, States of Consciousness, Regulation, and Interaction: Exploration of the autonomic nervous system, motor development, states of consciousness, and the mechanisms of regulation and interaction in the context of newborns.
• Understanding the Behavior of the Premature Newborn: Examining the behaviors exhibited by premature newborns to better understand their needs and provide appropriate care.
• Kangaroo Mother Care: Neurobiological Foundations, Benefits, Implementation: Exploring the neurobiological foundations of Kangaroo Mother Care, a method that involves skin-to-skin contact between a mother and her newborn, and understanding its benefits and practical implementation.
• Patient and Family-Centered Care: Emphasizing the importance of involving both the patient (newborn) and their family in the care process, recognizing their needs and preferences.
• Care that Favors Development: Environment, Light, Sound, Posture Care: Addressing environmental factors such as light and sound, as well as the importance of posture care, to create a nurturing environment that supports the developmental needs of newborns. These topics collectively contribute to a comprehensive understanding of the developmental care and well-being of newborns, particularly those born prematurely.
  

CIRENA II

• Fetal patient. Sinactive theory. Premature infants. Displaced fetus. Framework of neurodevelopment. Importance of the environment-brain interaction. Differences between preterm and full-term born children. Changing the future of preterm infants.
• Behavior: the communication mode of the fetal child. Sensory integration: development of the nervous system, embryology, and physiology. Sensory development, impact of neonatal practices and treatments on the developing brain.
• Attachment: Neurobiological foundations, contributions from ethology. Attachment styles, consequences. Early interactions. Support for parents. Accompaniment strategies for families in the NICU.
• KMC (Kangaroo Mother Care): Implementation modality. Practical recommendations. Kangaroo feeding.
• Feeding challenges in the neonatal unit: enteral feeding. Trophic gastrointestinal stimulation. Enteral feeding. Development of feeding skills. Positive oral experiences. Progression towards nutritive sucking. Breastfeeding.
• Developmental care applied to neonatal practices and treatments: environmental strategies. Postural care.
• Pain and stress: Physiology applied to pain. Pain response. Pain assessment. PIPP scales. CRIES scale. Pain treatment. Non-pharmacological measures.
• Supporting neurodevelopment in chronic diseases: behavior of infants with chronic diseases. The NICU as a developmental environment. Assessment of premature infant behavior (Als 1982). The sick full-term infant. The infant with bronchopulmonary dysplasia.
• Ethical dilemmas in neonatology: bioethics. Limits of action. Decision-making. Limitation of therapeutic effort. Palliative care.
• Death and grief in the NICU: care for the child and their family. Healthcare team. Grief. Complicated grief. Cultural differences. Attention to the grieving process, for the family and professionals.

Caring Essentials Collaborative is the internationally recognized leader in trauma informed developmental care education for those who serve babies, children and their families across all settings.

The following two courses, developed and offered by Caring Essentials Collaborative, are endorsed by the NFI:

Trauma Informed Professional Certificate Program:
A continuous journey of self-discovery and growth moving toward excellence

The Trauma Informed Professional Certificate Program is an assessment-based program offering both live (virtual) and self-paced curriculum which is grounded by the eight attributes of the Trauma Informed Professional (TIP).  This program offers a remarkable personal, clinical, and professional opportunity to discover your own unique therapeutic value and harness your passion and vision for practice.  Graduates of this program will support the needed paradigm shift in healthcare to align with the principles of a trauma informed, developmentally supported approach to care.

SURGE Masterclass:
A sudden, powerful movement toward trauma informed developmental care

A unique opportunity to awaken ourselves and others to the growing need for trauma informed care. On the journey to become more trauma informed, the first step is to become trauma aware. Trauma comes in all different shapes and sizes and it all matters.  This interactive 3-hour virtual learning experience presents the latest research and brings awareness to the necessity and lifelong impact of a trauma informed approach to care.

For more information please visit the Caring Essentials Collaborative website: https://www.caringessentials.net/

Infant Behavioral Assessment Intervention Program (IBAIP):
Supporting the Infant and Family as they Transition from NICN to Home

The Infant Behavioral Assessment and Intervention Program (IBAIP) is a proven, comprehensive assessment and intervention model that supports the developmental and neurobehavioral integrity of infants born prematurely with low to extremely low birth weight, or with disabilities. The focus of the IBAIP is not “what to teach” but “how to teach,” a process oriented approach. By focusing on how to facilitate learning and social interaction, the IBAIP
adds a critical individualized, relationship-based, family-centered, and neurobehavioral approach to infant intervention, often lacking in traditional early intervention methodologies. The IBAIP is a training and education program for early intervention and health care professionals.

For more information please see the IBAIP website: www.ibaip.org

FINE (Family and Infant Neurodevelopmental Education) Program

FINE is a program designed to introduce the principles and practices of newborn developmental care to healthcare professionals of all educational backgrounds, who care for preterm and otherwise high-risk newborn infants and their families. The FINE Program is based on the principles of NIDCAP (Newborn Individualized Developmental Care and Assessment Program) and has been endorsed by the NFI (NIDCAP Federation International) as foundations in NIDCAP education. The FINE Program’s Directors are NIDCAP Trainers Inga Warren, Dip COT, MSc, Monique Oude Reimer, RN, and Nikk Conneman, MD.

FINE currently is a three-tiered program; a pre-FINE e-learning program is in development:

FINE 1 involves a two-day classroom-based orientation that includes lectures and practical workshops. 

FINE 2 consists of a four to six-month program based on a series of assignments that focus on observation, family participation and reflection. Students carry out observations in their own workplace. The goal is to change personal practice and to develop good role models of care. Written reflections are submitted for formative assessment by a FINE mentor (usually a NIDCAP Trainer or NIDCAP Professional with appropriate skills). On completion of the program, mentors typically are in a position to judge the student’s suitability for NIDCAP training and when appropriate facilitate the student’s transition to formal NIDCAP training. Mentors for FINE 2 must first complete the FINE-2 course themselves and then be supervised by an experienced FINE mentor during their own mentoring of two or more students.

FINE 3 involves a family case study that is designed to explore systems organization and a quality improvement project. Supervision by an appropriately experienced FINE mentor is provided. Students use the NIDCAP Nursery Assessment Scales to evaluate practice in their setting. The course culminates in a formal presentation or publication. Some elements of FINE 3 may be appropriate before and some after NIDCAP training. Timelines for Level 3 are flexible.

Students must complete FINE 1 before FINE 2, and FINE 2 before FINE 3.

FINE Training uses a standardized set of learning materials that are regularly updated. All FINE courses use the official FINE logo, handbooks and structure. In order to meet the requests for education in many different countries, the FINE 1 and 2 materials are designed to be easy to read and to translate into other languages.

FINE Trainers are professionals, who have obtained the approval of the FINE Directors in the form of a license that is issued by the legal department of Erasmus Medical Centre, Rotterdam. All license holders at this time are approved NIDCAP Trainers, who take responsibility for maintaining the FINE standard of teaching and mentoring in the geographical area for which their license is granted, i.e. the country or region in which their NIDCAP Training Center is based. Before introducing FINE, potential licensees must attend training sessions conducted by or with one of the FINE Directors, who will act as mentor as potential licensees set up their own program. The NIDCAP Trainer, who is a license holder is responsible for selecting and managing the faculty for all levels of FINE training in their geographical domain.

Requests for training in countries that do not have a NIDCAP Training Center must be referred to the FINE Directors, who will negotiate training contracts as appropriate. Priority is given to training in areas that have the potential for sustainable national impact. Licensees must obtain special permission from the FINE Directors in order to train outside their contracted area.

FINE Contact: Inga.Warren@gmail.com

The SOFFI MethodSM: Supporting Oral Feeding in Fragile Infants

The SOFFI MethodSM is designed to help caregivers become Co-Regulators, using evidence-based interventions designed to help infants maintain homeostasis during feedings, or regain homeostasis if the infant becomes dysregulated. Erin Sundseth Ross, Ph.D., CCC-SLP developed the SOFFI MethodSM, a 2-day conference offering that is available to hospital and community professionals.

For a list of upcoming course dates please visit the Feeding Fundamentals website:
www.feedingfundamentals.com

Introductory Course on Family-Centered Developmental Care for the Preterm Infant — the NIDCAP way

A teaching and training program for staff and families at the Heidi Center at Meyer Hospital, Kfar Saba, Israel. The course is offered in Hebrew.

Advanced Course in Family-Centered Developmental Care: Infant Behaviour and the Role of Caregivers in Structuring Developmental Care According to NIDCAP

An advanced course offered under the Heidi Center at Meyer Hospital, Kfar Saba, Israel.  The course is offered in Hebrew.

Neonatal Oral Motor Assessment Scale (NOMAS) Program

The NOMAS is a reliable tool for the evaluation of newborn sucking patterns in pre-term and term infants. The NOMAS provides a comprehensive description of the infant’s feeding patterns and enables the examiner to identify normal oral-motor patterns and to differentiate disorganized from dysfunctional patterns.

For more information visit: www.nomasinternational.org