Abstract
BackgroundThe educational efficacy in neonatal resuscitation relies on the subject and teaching strategies. Therefore, it is imperative to test diverse educational methods if they are more instructive to engage students in active learning and practicing knowledge. Hence, the present study aims to investigate the efficacy of a pedagogical framework in neonatal resuscitation skill learning among nursing students in a resource-limited setting.MethodsA single-blind randomized controlled trial was conducted between October 2020 to March 2021. Sixty nursing students in the 3rd and 4th year of professional training were randomly allocated to the pedagogy and the traditional group. The pedagogy group learned via 6-step LSPPDM (Learn, See, Practice, Prove, Do, Maintain) pedagogy including lectures, video, clinical observation, skill sessions under supervision, and self-directed practice. The traditional group learned through 2-step (Learn, Practice) method that included lectures and skill sessions under supervision. The outcomes measured included technical and non-technical skills in neonatal resuscitation. The technical skill deals with steps such as stimulation, ventilation, oxygenation, intubation, chest compression, medications, and reporting. Non-technical skills refer to teamwork skills that focus on the interaction between leader and helper. Both skills were measured through previously published validated tools two times before and after the intervention by blinded assessors in a simulated delivery room.ResultsOverall, the skill was significantly improved in both groups after intervention. Yet, the results showed that the mean difference of technical skill score in the pedagogy group (24.3 ± 3.5) was significantly higher (p < 0.001) compared to the traditional group (16.2 ± 2.4). Likewise, the mean difference of non-technical skill score in the pedagogy (36.9 ± 1.9) was highly significant (p < 0.001) compared to the traditional group (31.2 ± 1.7).ConclusionsThe LSPPDM pedagogy was found more effective in enhancing technical and non-technical skills in neonatal resuscitation compared to the traditional method. The results of this study support the efficacy of the 6-step LSPPDM pedagogy in the education of nursing students regarding neonatal resuscitation in a resource-limited setting.Trial registrationProspectively registered at ClinicalTrials.gov (NCT04748341).
Highlights
The nursing students who had already received any educational training on neonatal resuscitation and working as nursing assistants were excluded from the study
This study was aimed to investigate the efficacy of the 6-step LSPPDM pedagogy developed by Sawyer et al [19] for the technical and non-technical skills of nursing students regarding neonatal resuscitation
We believe that this study provides a promising method of addressing neonatal resuscitation education in the nursing curriculum
Summary
4 million births suffer asphyxia [1] in which 10% entail simple resuscitative efforts while 0.1% need advanced measures to initiate breathing [2]. The first educational program in neonatal resuscitation was initiated in 1987 in the United States [8] but was quite challenging to implement in low-resource settings. Singhal et al [10] reported the educational validation of HBB in neonatal resuscitation among health care providers’ knowledge, skill, and self-efficacy in two resource-limited areas; Kenya and Pakistan. It is imperative to test diverse educational methods if they are more instructive to engage students in active learning and practicing knowledge. The present study aims to investigate the efficacy of a pedagogical framework in neonatal resuscitation skill learning among nursing students in a resource-limited setting
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