Evaluating a neonatal public health education and empowerment programme to reduce infant mortality risks: insights from parents and facilitators in the midlands, UK

Introduction: Infant mortality rates in the Midlands are among the highest in the UK, with regional and ethnic disparities highlighting persistent inequalities, and risks greatest for infants born preterm. This calls for inclusive educational programmes that support diverse families in improving infant safety. The STORK (Supportive Training Offering Reassurance and Knowledge) parent education and empowerment programme, which includes a digital application to support learning and reinforce key messages, was developed to equip parents, families and carers with practical knowledge and skills to reduce key risks associated with infant mortality. This study evaluates the perceived usefulness of the STORK programme among parents of preterm infants in reducing risks associated with infant mortality and explores the future implementation of the programme in terms of programme facilitators' barriers and facilitators to programme delivery.

Methodology: A descriptive qualitative study employing semi-structured interviews was conducted at University Hospitals of Leicester (UHL), UK. Participants were recruited between June and December 2024 and met inclusion criteria based on recent or prior engagement with the STORK programme. Interviews were recorded, transcribed verbatim, and analysed thematically using Braun and Clarke's six-step approach.

Results: Sixteen parents who had received the programme and three STORK facilitators participated in the study. Parents reported that the STORK programme enhanced their confidence and preparedness in infant care, particularly in areas such as emergency response, safe sleep practices, and infection prevention. They expressed a preference for hands-on, early, and flexible delivery of the programme. The app was valued as a reference tool, though it was infrequently accessed following programme delivery. Facilitators highlighted the programme's positive impact but identified resource shortages and the need to further culturally tailor the STORK programme to better meet the needs of diverse populations as key challenges to effective delivery.

Conclusion: This evaluation underscores the importance of culturally, parent-focused education in addressing persistent disparities in infant mortality. Insights from families and facilitators provide valuable guidance for refining and scaling education and empowerment programmes, helping to optimise reach, engagement, and impact across diverse healthcare settings.