Parental Education on Infant Reflux

Abstract

Background: Infant reflux is a normal variant and common in over 50% of infants. In contrast, gastroesophageal reflux disease (GERD) is a pathologic condition, requiring pharmaceutical or even surgical intervention. GERD diagnosis and acid-suppressive agents have dramatically increased in the last decade. The prescription medications used for GERD may have serious side effects in the infant population and should be reserved for use when medically necessary. Literature suggest that parents often seek pharmacological interventions for reflux mistaking it for GERD. The American Academy of Pediatrics (AAP) (2017) strongly recommends a decrease in prescription medications for uncomplication infant reflux. Purpose: The purpose of the DNP study was to develop an evidence-based educational presentation to enhance parental understanding of physiologic reflux versus GERD. Methods: This study utilized a pretest/posttest approach with a narrated educational presentation administered via a closed Facebook group. Data analysis was accomplished by a Wilcoxon Rank-Signed test. Results: The study yielded eleven participants. All participants’ pretest scores improved after the educational presentation, including recognizing the definition of reflux and the difference between physiologic reflux and GERD. Parents evaluated the presentation as highly favorable and reported the presentation helped them to understand the difference between reflux and GERD. Low participant yield was attributed to Facebook recruitment posting on the group’s homepage. Discussion: This study provided parents’ baseline knowledge of reflux and GERD, and the improvement in posttest scores showed an increase in the understanding of reflux versus GERD post the educational intervention.