Objective:

To determine whether a structured sensory training can increase healthcare provider knowledge and perceived care for neurodivergent children.

Approach:

• Design: A sensory training was implemented at a tertiary children's hospital, with anonymous unmatched surveys administered before and after the training to assess provider knowledge, comfort, and perceptions.
• Participants: Medical staff including registered nurses, CRNAs, technicians, clinical assistants, and physicians.
• Outcome Measures: Provider-reported knowledge, comfort, and perceptions related to sensory-informed care measured through survey and quiz responses.

Key Findings:

• Sensory training was administered to 1,639 participants, with higher scores in knowledge, comfort, and perceived preparedness after training.
• Pre-training mean scores for commonality, knowledge, and comfort were 8.25, 5.14, and 6.09 respectively; post-training scores were 9.09, 7.81, and 7.90.
• Follow-up assessments showed sustained higher scores compared to baseline across all measured domains.

Interpretation:

Higher scores in provider-reported knowledge, comfort, and perceived preparedness were observed following the sensory training, indicating its effectiveness.

Limitations:

• The study was conducted at a single center, which may limit generalizability.
• Survey responses were self-reported, which may introduce bias.

Conclusion:

The sensory training initiative demonstrated feasibility and perceived educational value in improving care for neurodivergent pediatric patients.