Lessons from the design, development and implementation of a three-dimensional (3D) neonatal resuscitation training smartphone application: Life-saving Instruction for Emergencies (LIFE app)

Conrad Wanyama,Chris Paton,Niall Winters,Naomi Muinga,Hilary Edgcombe,Mike English,Timothy Tuti,Anne Geniets,Shobhana Nagraj,Jakob Rossner

doi:10.1186/s41077-021-00197-7

Abstract

Neonatal mortality remains disproportionately high in sub-Saharan Africa partly due to insufficient numbers of adequately trained and skilled front-line health workers. Opportunities for improving neonatal care may result from upskilling frontline health workers using innovative technological approaches. This practice paper describes the key steps involved in the design, development and implementation of an innovative smartphone-based training application using an agile, human-centred design approach. The Life-saving Instruction for Emergencies (LIFE) app is a three-dimension (3D) scenario-based mobile app for smartphones and is free to download. Two clinical modules are currently included with further scenarios planned. Whilst the focus of the practice paper is on the lessons learned during the design and development process, we also share key learning related to project management and sustainability plans, which we hope will help researchers working on similar projects.

Highlights

The first 28 days of life are the most vulnerable period of a child’s life and account for approximately 47% of all under-five deaths [1]
Human-centred design shares similarities with participatory approaches used in healthcare research and can be used to build empathy with participants and enable democratic decision-making in the process of app development
We explored the opportunity for Life-saving Instruction for Emergencies (LIFE) app to provide up-to-date clinical content based on national practice guidelines through regular app updates and knowledge and procedural level [48]

Summary

Key points

1. Healthcare training app design should address important clinical problems and the needs of end-users. 2. Relevant educational theory should be used in app design and subsequent evaluation by making explicit the presumed pathways of learning. 3. Human-centred design shares similarities with participatory approaches used in healthcare research and can be used to build empathy with participants and enable democratic decision-making in the process of app development. 4. Early engagement of a wide range of stakeholders, including those from professional accreditation bodies for health professionals, is useful in the subsequent scale-up of apps. 5. Effective app design can promote user engagement, learning, knowledge retention and improve usability whilst addressing the personal and professional needs of end-users

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Conclusion