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dc.creatorPalomo-Osuna, Jeniferes
dc.creatorLanzarote Fernández, María Doloreses
dc.creatorSalazar Couso, Alejandroes
dc.creatorPadilla Muñoz, Eva Maríaes
dc.date.accessioned2022-10-24T15:04:21Z
dc.date.available2022-10-24T15:04:21Z
dc.date.issued2022
dc.identifier.citationPalomo-Osuna, J., Lanzarote Fernández, M.D., Salazar Couso, A. y Padilla Muñoz, E.M. (2022). Sociodemographic impact of variables on cognitive, language and motor development in very preterm infants. Journal of Pediatric Nursing, 62, e125-e130. https://doi.org/10.1016/j.pedn.2021.08.016.
dc.identifier.issn0882-5963es
dc.identifier.urihttps://hdl.handle.net/11441/138284
dc.description.abstractBackground: In the last decades, the birth of premature babies has increased, it is important to know the impact of certain variables, especially in the most vulnerable groups. Purpose: To analyse the relationship of gestational age (GA), weight and sex of the children, as well as the educa- tional level and age of the parents with the cognitive, motor and language development of a group of very pre- term births, assessed at 36 months. Design and methods: The research followed a descriptive, observational and cross-sectional design. Children's de- velopment was measured using the Bayley-III Scale. Descriptive analysis, bivariate and linear regression models were carried out. Results: Although the cognitive, motor and language development is within average levels, worse results are ev- idenced in the group of extreme premature, as opposed to the very premature. Boys score lower than girls, with these differences being more pronounced in the motor area. It also shows how the education level of both parents is related to the levels of development at 3 years of age of children born very prematurely, especially in language. Conclusions: Lower GA, male sex and lower parental educational level are associated with higher risk of develop- mental difficulties. Practice implications: The findings of this study are relevant to clinical practice because they suggest to develop protocols of evaluation and the follow up of all premature children beyond 36 months, as well as developing spe- cific intervention programmes for the most vulnerable of the premature groupses
dc.formatapplication/pdfes
dc.language.isoenges
dc.publisherElsevieres
dc.relation.ispartofJournal of Pediatric Nursing, 62, e125-e130.
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectVery preterm infantses
dc.subjectDevelopmentes
dc.subjectParental education leveles
dc.subjectParental agees
dc.subjectBayley-IIIes
dc.subjectPreschooles
dc.titleSociodemographic impact of variables on cognitive, language and motor development in very preterm infantses
dc.typeinfo:eu-repo/semantics/articlees
dcterms.identifierhttps://ror.org/03yxnpp24
dc.type.versioninfo:eu-repo/semantics/publishedVersiones
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.contributor.affiliationUniversidad de Sevilla. Departamento de Personalidad, Evaluación y Tratamiento Psicológicoses
dc.identifier.doi10.1016/j.pedn.2021.08.016es
dc.journaltitleJournal of Pediatric Nursinges
dc.publication.volumen62es
dc.publication.initialPagee125es
dc.publication.endPagee130es

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