Assessing the impact of mentorship on knowledge about and self-efficacy for neonatal resuscitation among nurses and midwives in Rwanda

Nyiringango, Gerard; Kerr, Mickey; Babenko-Mould, Yolanda; Kanazayire, Clémentine; Ngabonzima, Anaclet

doi:10.1016/j.nepr.2021.103030

Cited by 9 publications

(6 citation statements)

References 14 publications

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“…Looking at the consistency of mentoring and taking into account the discussion with all involved people during the coordination meetings, mentorship of HCPs has potentially improved their skills and performance at all levels of the health system. This is consistent with the findings of studies that evaluated this mentorship programme and which revealed that the mentorship improved the knowledge and self-efficacy of health care providers in managing PPH and newborn resuscitation in Rwanda [ 24 , 25 ]. According to the findings of the research to evaluate this mentorship model, knowledge increased from 68 % before mentorship to 87 % and self-efficacy from 6.9 to 9.5 average score out of 10.…”

Section: Discussionsupporting

confidence: 89%

“…The findings of studies, arising from the TSAM program, published in peer-reviewed journals which evaluated the mentorship programme revealed that the mentorship considerably improved the knowledge and self-efficacy of HCPs in managing PPH and newborn resuscitation in Rwanda [ 24 , 25 ]. This is very encouraging in the context of countries with high maternal mortality and morbidity like Rwanda and such kind of a mentoring programme in an equitable manner may contribute to the attainment of SDGs related to maternal and newborn health.…”

Section: Resultsmentioning

confidence: 99%

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Developing and implementing a model of equitable distribution of mentorship in districts with spatial inequities and maldistribution of human resources for maternal and newborn care in Rwanda

Ngabonzima¹,

Kenyon

Kpienbaareh

et al. 2021

BMC Health Serv Res

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Background The shortage of health care providers (HCPs) and inequity in their distribution along with the lack of sufficient and equal professional development opportunities in low-income countries contribute to the high mortality and morbidity of women and newborns. Strengthening skills and building the capacity of all HCPs involved in Maternal and Newborn Health (MNH) is essential to ensuring that mothers and newborns receive the required care in the period around birth. The Training, Support, and Access Model (TSAM) project identified onsite mentorship at primary care Health Centers (HCs) as an approach that could help reduce mortality and morbidity through capacity building of HCPs in Rwanda. This paper presents the results and lessons learnt through the design and implementation of a mentorship model and highlights some implications for future research. Methods The design phase started with an assessment of the status of training in HCs to inform the selection of Hospital-Based Mentors (HBMs). These HBMs took different courses to become mentors. A clear process was established for engaging all stakeholders and to ensure ownership of the model. Then the HBMs conducted monthly visits to all 68 TSAM assigned HCs for 18 months and were extended later in 43 HCs of South. Upon completion of 6 visits, mentees were requested to assist their peers who are not participating in the mentoring programme through a process of peer mentoring to ensure sustainability after the project ends. Results The onsite mentorship in HCs by the HBMs led to equal training of HCPs across all HCs regardless of the location of the HC. Research on this mentorship showed that the training improved the knowledge and self-efficacy of HCPs in managing postpartum haemorrhage (PPH) and newborn resuscitation. The lessons learned include that well trained midwives can conduct successful mentorships at lower levels in the healthcare system. The key challenge was the inconsistency of mentees due to a shortage of HCPs at the HC level. Conclusions The initiation of onsite mentorship in HCs by HBMs with the support of the district health leaders resulted in consistent and equal mentoring at all HCs including those located in remote areas.

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Section: Discussionsupporting

confidence: 89%

Section: Resultsmentioning

confidence: 99%

Developing and implementing a model of equitable distribution of mentorship in districts with spatial inequities and maldistribution of human resources for maternal and newborn care in Rwanda

Ngabonzima¹,

Kenyon

Kpienbaareh

et al. 2021

BMC Health Serv Res

Self Cite

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“…The SENR instrument is a 23-item scale valued on a 10-point Likert scale. The SENR established good internal consistency with a Cronbach alpha value of 0.93 was reported 4 . The final score will be calculated by averaging the items from the subscales and thereafter averaging all 24 items for the total SENR score.…”

Section: Self-efficacy For Neonatal Resuscitation (Senr)mentioning

confidence: 92%

“…Globally, 2.9 million neonatal deaths occur annually 1 , and one-quarter of these ensue due to asphyxia 2 . The large majority of these deaths are reported in developing countries 3 and indicated as 10 times more in number than the developed regions 4 . Pakistan is one of the top ten countries that carry two-thirds of the global burden of neonatal deaths 5 .…”

Section: Introductionmentioning

confidence: 99%

Pedagogical Framework Versus Traditional Method on Knowledge and Self-Efficacy of Nursing Students Regarding Neonatal Resuscitation: A Randomized Controlled Trial

Liaqat¹,

Hussain²,

Afzal³

et al. 2021

IJONE

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Background: Since its inception, the Neonatal Resuscitation Program (NRP) has been in quest of evidence-based strategies that promises the best outcome specifically in developing regions. Hence, the present study aims to investigate the efficacy of pedagogical framework versus traditional method of education on knowledge and self-efficacy of nursing students regarding neonatal resuscitation.Methods: A randomized controlled trial was conducted between November 2020 to March 2021. The 60 nursing students were randomly assigned to experimental and control groups taught through traditional method (Learn, Practice), and LSPPDM Pedagogical (Learn, see, practice, prove, do, maintain) steps respectively. Students were assessed at the baseline and after the intervention using validated questionnaires. Masking of data assessment was provided by assigning a code to each student. ClinicalTrials.gov registration number (NCT04748341).Results: Both knowledge and self-efficacy had been significantly improved (p <0.001) after the intervention. However, the posttest mean change in knowledge scores was significantly higher (p <0.001) in the experimental group (13.3±1.30) as compared to the control (9.97±1.22) with an insignificant difference (p =0.655) in mean self-efficacy level. Conclusion:Both methods are effective in improving knowledge and self-efficacy. Yet, education through integrating diverse strategies under the umbrella of LSPPDM pedagogy is a more effective approach in enhancing knowledge regarding neonatal resuscitation.

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“…In developed countries, it is estimated as 3.7/1000 live birth whereas in developing countries the rate is about 10 times more in number. 3 Although there are several contributing factors. However, birth asphyxia is the major cause accounts for 25% of neonatal deaths.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Neonatal Resuscitation Educational Intervention among undergraduate students: A systematic review

Liaqat¹,

Hussain²,

Afzal³

2021

PJMHS

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Globally 2.7 million neonatal deaths are reported annually and among these 25% instigated by birth asphyxia. A substantial proportion of these deaths can be prevented through simple resuscitation efforts, in which education plays an integral role. Hence, it is important to assess if neonatal resuscitation educational interventions (NREI) integrating with varying instructional methods improve educational outcomes among undergraduates. We searched PubMed, Medline, Embase, Science Direct, Google Scholar, Cochrane. We selected randomized controlled trials (RCT), Non-randomized and cohort design had an education and comparing two educational interventions, describing at least one of our definite outcomes. A total of 13 manuscripts were relevant to the review, in which 7 papers comprises (level I), 5 (level II), and 2 (level III) were included. We found strong evidence on NREI for imparting knowledge and skills among undergraduates, nevertheless, little evidence exists for the long-term sustainability effect. Keywords: Neonatal, Resuscitation, Students, Knowledge, Skills

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Assessing the impact of mentorship on knowledge about and self-efficacy for neonatal resuscitation among nurses and midwives in Rwanda

Cited by 9 publications

References 14 publications

Developing and implementing a model of equitable distribution of mentorship in districts with spatial inequities and maldistribution of human resources for maternal and newborn care in Rwanda

Developing and implementing a model of equitable distribution of mentorship in districts with spatial inequities and maldistribution of human resources for maternal and newborn care in Rwanda

Pedagogical Framework Versus Traditional Method on Knowledge and Self-Efficacy of Nursing Students Regarding Neonatal Resuscitation: A Randomized Controlled Trial

Effectiveness of Neonatal Resuscitation Educational Intervention among undergraduate students: A systematic review

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