School of Nursing

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紺紺

School of Nursing

National Taipei University of Nursing and Health Sciences Master Thesis

Developing an intervention for the father with a premature infant who is admitted to a neonatal intensive care unit

紺紺

Mo-Mei Wang

紺 Advisor: Tzu-Ying Lee, Ph.D.

99 12

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癇

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ABSTRACT

It is estimated that 16,000-20,000 premature infants were born in Taiwan each year. The unexpected hospitalization and medical care of these infants have physical and psychological impacts on these parents. It is believed that the parent’

early involvement will affect the infant’s later development. Owing to the maternal practice of “doing the month”, the father usually is the first family member who contacts the premature infant. These fathers have to play messenger and supporting roles to the mothers. However, the father’s stress and needs are often neglected because the health staff often provides health teaching to the mother.

Thus, the purpose of this study is to develop a nursing intervention especially for these fathers to reduce the father’s stress and evaluate its effectiveness.

A historical comparisone study was designed. In the neonatal intensive care unit, the fathers of the control group received the routine care and the fathers of the intervention group received a pamphlet (About my premature baby- every father needs to know) and systemic nursing care. The results showed that nursing intervention increased the father’s self-efficacy, and reduce paternal stress.

Paternal perception of high support from the nurses affected high father’s self-efficacy. Both paternal perception of high support from the nurses and high father’s self-efficacy reduced paternal stress in the intervention group. Through the provision of the nursing intervention, the fathers learned how to care the premature baby and developed a parent-child relationship during the baby’s hospitalization.

Keywords premature infant, father, stress, nursing intervention

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Cowan Cowan 1995

Fowlie & McHaffie, 2004

8-10%

Lau & Morse, 2003; Miles & Holditch-Davis, 1997; Price, 2004;

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3饋

Marlow, Wolke, Bracewell, & Samara, 2005; Mikkola et al., 2005; Sampath,

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Fegran, Helseth, &

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2001

1997

1998

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(10)

Lee, Lin, Huang, Hsu, & Bartlett; 2009 Pinelli

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Goodman, 2005

Lee, Lin et al., 2009

Goodman, 2005; Lee, Miles, & Holditch-Davis, 2006;

Mercer,紺2004

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(11)

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紺

紺紺紺紺紺紺

37 饋006

Lee,紺饋00姙饋006 饋006 Lee,紺饋00姙

饋癇1 紺

饋癇1紺紺紺

16 40

erythroblastosis

紺

Apgar score

2-2

饋006 饋006

Gomella, Cunningham, Eyal, & Zenk, 2004; Lee, 2004

2-2

(12)

2-2

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Whaley & Wong, 1999

紺

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Neonatal Individualized Developmental Care and Assessment Program, NIDCAP

Als, 1999 deep sleep state

light紺sleep state

drowsy紺state

quiet alert state

active alert state

crying state

(13)

噘autonomic潁

(motor潁

噘state潁噘attention-

interaction潁

噘self- regulatory潁

Als, 1999

噘hyperflexions潁

饋001 1999

Als, 1999; Pressler

& Hepworth, 2002

hand to mouth紺maneuvers tucking

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Als, 1999

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Pressler, Hepworth, Helm, & Wells, 2001

Aita & Snider,

2003

饋003

Als et al., 2003; McGrath, 2000

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(14)

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2006

Barclay & Lupton, 1999

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Tseng & Verklan, 2008

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(15)

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Pierrehumbert, Nicole, Muller-Nix, Forcada-Guex, & Ansermet, 2003; Spear, Leef, Epps, & Locke, 2002

紺

Lee Lin 2009

癇

Goodman, 2005 Mercer 2004

噘Lee, Lin et al.,

2009; Lee et al., 2006潁

(16)

Goodman, 2005; Lee, Lin et al., 2009;

Mercer,紺2004

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Fegran, Helseth, & Slettebø, 2006 Miles Funk Carlson 1993

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(17)

紺

紺紺紺紺紺紺

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& Abraham, 2006潁

噘Fegran et al., 2006潁噘empowerment潁紺噘Hutchfield, 1999潁

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Meyer, 1998 Meyer et al.,

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Meyer et al., 1995; Spear et al., 2002

噘Johnson, 2008; Pohlman, 2005潁

Jackson et al., 2003;紺Schroeder

& Pridham, 2006

(18)

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Goodman, 2005

Goodman, 2005; Lee et al., 2006; Mercer,紺2004 Mercer, 2004

Fowlie & McHaffie, 2004; Jackson et al., 2003; Latva, Lehtonen, Salmelin, & Tamminen, 2007; Schroeder & Pridham, 2006

紺

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Browne Talmi 2005

Lawhon 2002

Kaaresen Rønning Ulvund Dahi 2006

Glazebrook 2007

(19)

噘Sirridge, 2001 饋000

紺

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Miles Carlson Funk 1996

噘Phillips & Tooley, 2005潁

Fegran et al., 2008

紺

House 1981

噘supportive紺

communication and

the giving of information潁

噘emotional support潁噘self-esteem

support潁

噘instrumental support潁噘House’s conceptualizations

of support潁

(20)

噘潁紺

Fowlie & McHaffie, 2004;紺Phillips &

Tooley, 2005

1998

Hynan, 2005

噘 1999

Becker, Grunwald, & Brazy, 1999; Perlman,

2003潁 Lee Lee Kuo 2009

Goodman, 2005

Booth, 2007

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噘潁紺

Arockiasamy, Holsti, & Albersheim, 2008

1998

饋00姙

Balling & McCubbin, 2001;紺Goodman, 2005;紺Johnson, 2008

1999

Schaffer & Yucha, 2004; Halm, 2009

11 癇

5~7

Halm, 2009; Schaffer & Yucha, 2004; Yung, Yam, Cham, & Mok, 2002

紺

噘潁紺

1998

饋00姙

Goodman, 2005; Johnson, 2008;紺Talmi & Harmon, 2003

Balling & McCubbin, 2001

紺

(22)

噘潁紺

open visiting hours 1998

饋00姙

Talmi & Harmon, 2003

噘Fowlie & McHaffie, 2004;紺

Franck et al., 2005潁

Arockiasamy et al., 2008, Fowlie & McHaffie, 2004

1998

饋00姙

Lawhon, 2002

紺

紺紺紺紺紺紺

(23)

紺

Fernsler & Cannon, 1991

Johnansson, Nuutila, Viatanen, Katajisto, & Salantera, 2005; Fahey, Schroeder, & Ebrahim, 2009

Bellamy 2005

Johnansson et al., 2005; Mario & Mario, 2000; Melnyk, 2000

饋000 饋001

Chiou,

Wang, & Yang, 2007; Hung, Chen, Mao, & Chiang, 2002; Johnansson et al., 2005

2006 one-to-one instruction

饋005 紺

1997

Isaacman, Purvis, Gyuro, Anderson, & Smith, 1992

Santavirta, Lillquist, Konttinnen, & Santavirta, 1994

噘Sirridge, 2001潁紺

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Overland, Hoskins, McGill, & Tue, 1993

1饋

饋000

McGaughey & Harrison, 1994; Overland et al.,

1993

紺

噘饋003潁噘

饋000潁噘 199姙潁

噘Holditch-Davis, Schwartz,

Black, & Scher, 2007; Mok & Leung, 2006; Pearson & Andersen, 2001潁

(25)

紺

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(28)

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Lee, Lin et al. 2009

紺紺紺紺紺紺

NTISS

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Parental Stressor Scale: NICU, PSS:NICU

紺

Miles

(29)

1~5

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2001

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Miles

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(30)

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紺

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紺

Neonatal Therapeutic Intervention

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/ 0~99

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.84 Gray, Richardson, McCormick, Workman-Daniels, &

Goldmann, 1992 .82

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Likert-type scale

紺紺

Apgar score

紺紺紺紺紺紺

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(31)

紺

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PSS: NICU 紺紺紺

(32)

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(33)

紺紺紺紺

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SPSS 17.0

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Chi-square t

紺

Independent t-test t紺

Paired t-test Pearson Correlation

Hierachical multiple regression

3癇3紺紺紺

紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺

t紺紺

紺

t紺紺紺

t紺紺

紺

紺紺

(34)

紺紺紺紺紺紺紺紺

2009 8 1 2010 7 31 76

40 36 69

35 34 G Power 3噘Faul, Erdfelder,

Lang, & Buchner, 2007潁 0.05 power 0.84

5 1 5

紺紺紺紺紺紺

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28~55

60.0%

62.8% 94.3% 12

1 24~48 55.9%

52.9%

97.1% 7 2

4癇饋

54.3% 45.7% 57.1% 65.7%

24~36 Apgar score 4~9

6~10 570~1818 9~27

(35)

Apgar score 1~9 4~10

564~2878 11~25

14~111

4癇1紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺噘N=69潁紺

紺紺紺紺紺噘n=35潁紺

n % / M ± SD紺

噘n=34潁紺

n % / M ± SD紺 X^饋紺/t p 36.66 ± 5.48 35.85 ± 6.21 0.57 .45

0.12 .72

14(40.0) 15(44.1)

噘潁紺 21(60.0) 19(55.9)

4.72 NA

紺 11(31.4) 11(32.4) 紺

紺 22(62.8) 18(52.9)

紺 1(2.9) 2(5.9)

紺 1(2.9) 0(0)

紺 0(0) 3(8.8)

0.31 .57

紺 2(5.7) 1(2.9) 紺

紺 33(94.3) 33(97.1)

噘潁/ 紺 4.32(3.21) 4.22(1.30) 0.18 .85

NA癇紺

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紺紺紺紺紺噘n=35潁紺

n % / M ± SD紺

噘n=34潁紺

n % / M ± SD紺 X^饋紺/t p

0.01 .91

紺 19(54.3%) 18(52.9%)

紺 16(45.7%) 16(47.1%)

0.31 .85

20(57.1%) 20(58.8%)

紺 12(34.3%) 10(29.4%)

3(8.6%) 4(11.8%)

紺 0.49 .48

12(34.3%) 9(26.5%)

23(65.7%) 25(73.5%)

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1 6.43 ± 1.44 6.26 ± 2.05 0.38 .06

5 紺 8.37 ± 0.94 8.26 ± 1.33 0.38 .10

gm 紺 1093.49 ± 272.68 1269.41 ± 486.09 -1.86 .04

(36)

t = -1.86 p .05

Pearson

Correlation

4癇3 紺

4癇3紺紺

紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺噘N=69潁紺

紺紺紺紺紺 (n=35) 紺紺紺紺噘n=34潁紺

紺 r紺 p r紺 p

.035 .842 -.020 .909

.070 .688 -.321 .064

紺 .046 .794 .064 .717

.111 .525 -.176 .319

紺紺紺紺紺紺

紺紺癇癇癇癇紺紺紺紺

癇 4癇4

4~5 4.72

4.85

紺

4癇4紺紺癇紺紺紺紺紺紺紺紺紺紺紺紺

N=34

紺

紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺 M± SD

紺 4.71 .462

紺 4.41 .500

紺 4.59 .500

紺 4.41 .500

紺 4.56 .504

紺 4.97 .171

紺 4.79 .410

紺 5.00 .000

紺 4.97 .171

紺 4.85 .359

紺 4.72 .163

紺 47.26 噘1.63潁

紺紺紺紺紺紺

(37)

4癇1 紺

4癇5紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺噘N=69潁紺

紺紺紺 n=35 紺紺紺紺紺紺紺 n=34 紺紺紺紺紺紺紺

M ± SD紺 t^s紺 p紺 M ± SD紺 t^s紺 p紺 t⁺紺 p紺

紺 ^紺 ^紺 ^紺 ^紺 ^紺 ^紺 ^紺 ^紺

紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺 119.43±17.3饋紺姙.54紺 .001紺 114.79±9.15紺 17.31紺 .001紺紺紺紺 1.3姙紺 .17紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺 9姙.49±19.饋9紺紺紺姙5.47±10.09紺紺紺 3.49紺 .001紺

紺 49.饋3±7.49紺紺紺 64.03±6.45紺紺紺姙.77紺 .001紺

紺 64.姙±10.3姙紺紺紺姙7.91±7.46紺紺紺 10.57紺 .001紺

t^s Comparisons of PSS:NICU between pretest and posttest.紺 t⁺ Comparisons between experimental and control group.

紺紺紺紺紺紺紺紺

4癇1紺紺紺

紺 4癇5

119.43 SD 17.32 114.79 SD 9.15

98.49 SD 19.29 85.47 SD 10.09

紺

4癇5

paired-t

噘

t 8.54 p

.05 t 17.31 p .05) t

t 1.38 p .17

入院後一天入院滿四週或入院滿二週預計轉出前

時間時間時間時間 60

80 100 120 140 160

壓壓壓壓力力力力平平平平均均均均總總總總分分分分

控制組

入院後一天入院滿四週或入院滿二週預計轉出前

時間時間時間時間 60

80 100 120 140 160

壓壓壓壓力力力力平平平平均均均均總總總總分分分分

介入組

(38)

t 3.49 p .05

紺

4癇5

49.23 SD

7.49 64.03 SD 6.45

73 32 74 47

t t

8.77 p .05

紺

紺紺

4癇5

64.83 SD 10.38

87.91 SD 7.46

98 51 101 68 t

t 10.57 p

.05

紺

(39)

紺紺紺紺紺紺紺紺

紺紺紺紺

Pearson Correlation

4癇6

r = -.518 p

.01 r = -.192 p .05

r =.585 p .01

紺

4癇6紺紺

紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺

N=34

紺

紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺

紺紺

紺紺紺紺紺紺紺紺紺紺紺紺紺  -.518(*) -.192

紺  .585(*)



* Correlation is significant at the 0.01 level (2-tailed).

hierachical multiple regression

4癇7

ß =-.518 (p .01

26.9% R²= .269

(40)

28.8%

ß =-.617 p .01 ß =.169 p .05

ß =.585 p .01 32.2%

紺

4-7

紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺紺 N=34

B ß R² R t

Step 1 .269 .246

紺 137.369

-.811

15.206

.236 -.518

9.034 -3.430

<.001 .002

Step 2

127.165 18.967

.288 .242

6.705 <.001

-.965 .292 -.617 -3.303 .002

.229 .253 .169 .905 .373

19.513 10.941 .343 .322 1.783 .084

.506 .124 .585 4.083 <.001

(41)

紺紺紺紺紺紺紺紺

紺

紺紺紺紺紺紺

4-5

Ahn & Kim, 2007 Shaw

Kaaresen Rønning Ulvund Dahi 2006 Melnyk 2006

Pal 2007 Turan Başbakkal Özbek 2008

噘empowerment潁

紺

Hochberg’s Sharpened Bonferroni Correction α

t 6.46 p .017

t 2.36 p .025 t 1.87 p .05

癇

(42)

Pal 2007 Turan 2008

Carter, Mulder, & Darlow, 2007;

Pal et al., 2007; Turan et al., 2008 Tseng & Verklan, 2008

Carter, Mulder, & Darlow, 2007

Charpak et al., 2005; Dodd, 2005; Feldman, Eidelman, Sirota, & Weller,

2002 H1N1

Lundqvist Jakobsson 2003

Carter Mulder Bartram Darlow (2005)

4-5

2006

(43)

Tseng &

Verklan, 2008 Carter 2007

Jackson et al., 2003 Franck et al.,

2005 Melnyk 2006

噘empowerment潁

Lee Lin 2009 Lee

2006 Turan 2008

紺

Pal 2007

Wang Chen 2006

(44)

Pal 2007

Wielenga Smit Unk 2006

紺

Arockiasamy 2008

Wielenga et al., 2006 Miles, 2003

紺

8 14

姙紺

紺紺紺紺

紺紺紺紺紺紺紺紺

(45)

Pal 2007

癇

4.85

紺

(46)

紺紺紺紺紺紺

紺紺 ^紺

紺紺紺紺紺紺

紺紺紺

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1 2 3 4 5

探訪時看到寶寶的外觀和行為及寶寶接受的治療所感受的壓力探訪時看到寶寶的外觀和行為及寶寶接受的治療所感受的壓力探訪時看到寶寶的外觀和行為及寶寶接受的治療所感受的壓力探訪時看到寶寶的外觀和行為及寶寶接受的治療所感受的壓力沒有沒有沒有沒有經驗經驗經驗經驗 (NA) 不覺得不覺得不覺得不覺得少許少許少許少許有些有些有些有些很有很有很有很有極度的極度的極度的極度的有壓力有壓力有壓力有壓力壓力壓力壓力壓力壓力壓力壓力壓力壓力壓力壓力壓力有壓力有壓力有壓力有壓力 (1) (2) (3) (4) (5)

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 在寶寶身上或周圍的管線和儀器在寶寶身上或周圍的管線和儀器在寶寶身上或周圍的管線和儀器在寶寶身上或周圍的管線和儀器寶寶身上的瘀青寶寶身上的瘀青寶寶身上的瘀青寶寶身上的瘀青或傷口或傷口或傷口或傷口寶寶不尋常的顏色寶寶不尋常的顏色寶寶不尋常的顏色寶寶不尋常的顏色(例如例如例如：例如：：蒼白或黃疸：蒼白或黃疸蒼白或黃疸蒼白或黃疸) 寶寶不尋常或不正常的呼吸寶寶不尋常或不正常的呼吸寶寶不尋常或不正常的呼吸寶寶不尋常或不正常的呼吸寶寶的小身材寶寶的小身材寶寶的小身材寶寶的小身材寶寶皺皺的外觀寶寶皺皺的外觀寶寶皺皺的外觀寶寶皺皺的外觀看到插進寶寶身上的針頭和管子看到插進寶寶身上的針頭和管子看到插進寶寶身上的針頭和管子看到插進寶寶身上的針頭和管子寶寶由靜脈或管子餵食寶寶由靜脈或管子餵食寶寶由靜脈或管子餵食寶寶由靜脈或管子餵食當寶寶看起來很痛當寶寶看起來很痛當寶寶看起來很痛當寶寶看起來很痛當寶寶看起來很傷心當寶寶看起來很傷心當寶寶看起來很傷心當寶寶看起來很傷心寶寶的四肢和虛弱的寶寶的四肢和虛弱的寶寶的四肢和虛弱的寶寶的四肢和虛弱的外表外表外表外表寶寶抽搐或不安穩寶寶抽搐或不安穩寶寶抽搐或不安穩寶寶抽搐或不安穩寶寶不能像其他的寶寶一樣能哭寶寶不能像其他的寶寶一樣能哭寶寶不能像其他的寶寶一樣能哭寶寶不能像其他的寶寶一樣能哭寶寶哭很久寶寶哭很久寶寶哭很久寶寶哭很久寶寶看起來很害怕寶寶看起來很害怕寶寶看起來很害怕寶寶看起來很害怕看到寶寶的顏色突然改變看到寶寶的顏色突然改變看到寶寶的顏色突然改變看到寶寶的顏色突然改變(變蒼白或變藍變蒼白或變藍變蒼白或變藍變蒼白或變藍) NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA 1 2 3 4 5

1 2 3 4 5

1 2 3 4 5 親愛的父母，我們想要知道當寶寶在加護病房時，哪些方面的經驗對您來說具有壓力感？““““壓力感壓力感壓力感壓力感””””是指這個經是指這個經是指這個經是指這個經驗導致你感到焦慮不安或緊張

驗導致你感到焦慮不安或緊張驗導致你感到焦慮不安或緊張

驗導致你感到焦慮不安或緊張。以下我們列出不同的經驗，請您針對每一項經驗，在1到5之間圈出最能反映您所感受到的壓力程度。如果是您沒有碰到的經驗敘述，請圈選“NA”。

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從與寶寶的親子關係所感受的壓力從與寶寶的親子關係所感受的壓力從與寶寶的親子關係所感受的壓力從與寶寶的親子關係所感受的壓力

沒有沒有沒有沒有經驗經驗經驗經驗 (NA)

不覺得不覺得不覺得

不覺得少許少許少許少許有些有些有些有些很有很有很有很有極度的極度的極度的極度的有壓力

有壓力有壓力

有壓力壓力壓力壓力壓力壓力壓力壓力壓力壓力壓力壓力壓力有壓力有壓力有壓力有壓力

(1) (2) (3) (4) (5)

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 與寶寶分開與寶寶分開與寶寶分開與寶寶分開不能親自餵寶寶不能親自餵寶寶不能親自餵寶寶不能親自餵寶寶不能親自照顧寶寶不能親自照顧寶寶不能親自照顧寶寶不能親自照顧寶寶(如如如：如：：：換尿布換尿布換尿布、換尿布、、、洗澡洗澡洗澡) 洗澡不能在想要的時候就抱得到寶寶不能在想要的時候就抱得到寶寶不能在想要的時候就抱得到寶寶不能在想要的時候就抱得到寶寶感到無助感到無助感到無助感到無助，，，，不能保護寶寶免於疼痛和疼不能保護寶寶免於疼痛和疼不能保護寶寶免於疼痛和疼不能保護寶寶免於疼痛和疼痛的治療痛的治療痛的治療痛的治療對在這個時候如何幫助寶寶感到無助對在這個時候如何幫助寶寶感到無助對在這個時候如何幫助寶寶感到無助對在這個時候如何幫助寶寶感到無助沒有時間與寶寶單獨相處沒有時間與寶寶單獨相處沒有時間與寶寶單獨相處沒有時間與寶寶單獨相處有時候忘記寶寶的樣子有時候忘記寶寶的樣子有時候忘記寶寶的樣子有時候忘記寶寶的樣子不能與其他家屬分享我的寶寶不能與其他家屬分享我的寶寶不能與其他家屬分享我的寶寶不能與其他家屬分享我的寶寶害怕觸摸或抱寶寶害怕觸摸或抱寶寶害怕觸摸或抱寶寶害怕觸摸或抱寶寶感覺醫療人員比我更親近寶寶感覺醫療人員比我更親近寶寶感覺醫療人員比我更親近寶寶感覺醫療人員比我更親近寶寶 NA NA NA NA NA NA NA NA NA NA NA 1 2 3 4 5

1 2 3 4 5

整體說來整體說來整體說來整體說來，，，寶寶住進加護病房的經驗您的壓力感受，寶寶住進加護病房的經驗您的壓力感受寶寶住進加護病房的經驗您的壓力感受寶寶住進加護病房的經驗您的壓力感受 NA 1 2 3 4 5 有沒有在寶寶住加護病房期間您感受到任何其他的壓力

有沒有在寶寶住加護病房期間您感受到任何其他的壓力有沒有在寶寶住加護病房期間您感受到任何其他的壓力

有沒有在寶寶住加護病房期間您感受到任何其他的壓力？？？請描述？請描述請描述請描述：：：：

________________________________________________________________________________

謝謝您的填答謝謝您的填答謝謝您的填答謝謝您的填答

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寶寶住在新生兒加護病房期間，您的探訪頻率約為每週 __________ 次。

從不很少有時經常總是

1.我知道寶寶身上醫療用物的功能。

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2.我會摟抱我的寶寶。

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3.我會跟我的寶寶輕聲細語。

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4.我會給我的寶寶做袋鼠護理。

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5.我會試著穩定寶寶的情緒。

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6.我可以分辨寶寶的行為反應。

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7.我知道什麼時候寶寶想要我與他互動。

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8.我會撫摸我的寶寶。

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9.我會嘗試協助照顧寶寶(餵奶、換尿布)

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10.跟寶寶相處片刻有助於我了解寶寶。

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11.我會詢問醫護人員有關寶寶的狀況。

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12.我會鼓勵媽媽擠出母乳或直接哺餵寶寶母乳。

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13.我會跟其他的早產兒父母分享經驗。

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14.看到寶寶會讓我覺得有安定感。

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15.我會與媽媽分享看到寶寶的感覺。

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16.我知道我的寶寶可以感受到我來看他。

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17.我會用技巧幫助自己放鬆緊張情緒。

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18.我滿意當一位早產兒父親的角色。

School of Nursing

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