P2.130: Enhancing Childhood Educator Knowledge and Confidence: Virtual "Coffee Chat" Interventions with Medical Professionals

Background: Early childhood educators play a vital role in the early development and well-being of children. Children attending childcare are prone to illness and infection, and as a result, providers often face challenges in managing common childhood health issues while maintaining public health standards. Conditions like fever and rash are common occurrences in childcare settings and can cause concern for both caregivers and parents. While various resources and training are available, there are not many readily accessible opportunities for childhood educators to openly discuss their concerns and seek expert guidance on pediatric healthcare topics.

Methods: To bridge this gap, a virtual "coffee chat" intervention was conducted for early childhood educators in the New River Valley, Virginia, via Zoom meetings, with two pediatricians and two medical students as facilitators. A needs assessment identified priority topics, initially leading to presentations on fever and cough. The intervention consisted of an educational session followed by an interactive discussion, allowing educators to ask questions and seek clarification. Based on participant feedback, additional sessions were conducted. Pre- and post-session surveys assessed changes in educator knowledge, confidence, and attitudes. The survey underwent modifications after consultation with a statistician to enhance its reliability and validity. Data from the surveys were analyzed, and participant feedback was descriptively assessed.

Results: The "coffee chat" intervention resulted in statistically significant improvements in childcare providers' knowledge and confidence (p-value < 0.0001). Across seven sessions, educators showed notable gains in managing health issues such as coughs, bruises, and temper tantrums, while scores for the diarrhea session showed a slight decrease. The intervention was well-received, with strong engagement from early childhood educators (ECEs) and practical, relevant content. The virtual format proved effective, and iterative feedback emphasized the program's strengths.

Conclusion: The findings suggest that virtual discussions with healthcare professionals may effectively address knowledge gaps and provide ongoing support to childhood educators. This approach highlights the importance of collaboration between healthcare providers and childcare professionals in improving child health outcomes. Future research will refine survey methodologies to better evaluate long-term impacts and explore additional pediatric health and safety topics to enhance childcare provider education and support.