Reading on finesse or its similar meaning; dexterity, gave thought to a setting: A cozy restaurant, where family and friends are enjoying a warm soup on a fall afternoon.
Put together, the two pinpointed to the acquisition of a competency: the demonstration of safe cup feeding to a mother/parent-infant dyad when needed. A knowledge and skill-transfer component typical of the area and people working towards BFHI/BFI implementation.
On this occasion, let’s consider the restaurant scene to illustrate the connection with the way of teaching the said skill, to newcomers to the neonatal team.
A group of two characters are depicted in the restaurant’s scene. An adult and a small child are eating their meal using table utensils with dexterity..
Another group of characters, adult family, and friends, watching in silent awe of the child’s ability to use utensils which they themselves were unaccustomed to using. And, with which they practice to handle well, during their meal.
In truth, the scene exquisitely renders appreciation for sensitivity in knowledge transfer activities. Seeing as, diverse range of backgrounds; familiarity with using a feeding cup for infants, for example, may be the makings by which individuals and groups of individuals differ from one another.
Being able to adapt one’s teaching style to the style of the group of people working together, in a positive and respectful way in a practice, could be a driving force for the acquisition of skills. Even lead to a concerted drive to skill and provide guidance on:
Knowledge imparted in a way that builds on the individuals’ background knowledge is certainly an opportunity for all newcomers to develop the skills required to engage in conversation with mother/parent-infant dyads. As well as to demonstrate safe cup feeding practice, with confidence.
May finesse and opportunity for practice define your journey.
(1), (2) World Health Organization. (2022). WHO recommendations on maternal and newborn care for a positive postnatal experience. World Health Organization. pp. 142-143
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