Child Care Health Dev. 2026 Nov;52(6):e70360. doi: 10.1111/cch.70360.
ABSTRACT
BACKGROUND: Caregivers of hospitalized infants with critical congenital heart disease (CCHD) experience stress, emotions and contextual challenges with staff and unit culture during their infant's stay in critical care units, especially if the stay is lengthy. These compounding adverse conditions impact a caregiver's ability to learn to care for their infant. The purpose of this constructivist grounded theory study was to construct an explanatory theory, based on the analysis of the caregivers' perspectives, uncovering the process caregivers of hospitalized infants go through to become experts in their infant's care in the critical care setting.
METHODS: Fifteen mothers and one father participated in semistructured and intensive interviews. Data collection, data analysis and theory formation transpired through an iterative process of constant comparison within and among data cases, theoretical sampling, memos, member-checking and participant feedback.
RESULTS: The result was a co-constructed overarching framework, the Process Model to Caregiver Expertise, progressing through four sequential phases-disorienting, orienting, adapting and knowing-showing how caregiver confidence develops over time and through active participation in caregiving tasks. Findings also indicate that caregivers need prompt peer and mentorship connections and early active participation in caregiving tasks to hasten their transformation into independent, expert caregivers.
CONCLUSION: Knowing this process may empower caregivers to understand their journey and guide education, support and tool development for healthcare providers. Additional research is needed to explore the paternal caregiver role, healthcare professionals' perceptions of this process and how the model develops as the child ages.
PMID:42864864 | DOI:10.1111/cch.70360