Newborn care in <scp>N</scp>epal: the effects of an educational intervention on nurses' knowledge and practice

Shrestha, Sarita; Petrini, Marcia A.; Turale, Sue

doi:10.1111/inr.12017

Cited by 18 publications

(17 citation statements)

References 19 publications

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“…The efficacy of this approach has been confirmed by other studies of neonatal nursing knowledge pertaining specifically to infant nursing care (Shrestha et al. ; Tiryaki & Cinar ; Chen et al. ).…”

Section: Discussionmentioning

confidence: 99%

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Improving nursing knowledge and care for neonates with respiratory distress in Jordan

Ali

Obeisat

Tarawneh

2019

International Nursing Review

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Aim This study evaluates the effectiveness of an educational intervention in the area of nursing knowledge and practice relating to neonatal respiratory distress syndrome. Background In Jordan, respiratory distress is the leading cause of death among neonates. Recent studies have revealed a knowledge deficit relating to respiratory distress among nurses in neonatal intensive care units, hence the need for advanced training and specialization in this area. Methods A quasi‐experimental, repeated‐measures, one‐group pre‐test–post‐test design was used to assess the effectiveness of the educational intervention. A convenience sample of 48 nurses was recruited from three hospitals in northern Jordan. A self‐reporting questionnaire was used to assess the respondents’ knowledge of respiratory distress and an observational checklist to assess their practice. The study intervention consisted of 12 two‐hour lecture‐based interactive teaching sessions lasting 4 weeks. A follow‐up assessment was conducted 1 month after the post‐test. Results The baseline assessment revealed that more than half of the nurses scored low on knowledge and the majority scored low on practice. One‐way repeated ANOVA showed that post‐test and follow‐up test scores on nursing knowledge and practice were significantly higher than the baseline scores. Conclusion The study findings show the efficacy of educational interventions in enhancing nursing knowledge and practice relating to the care of neonates with respiratory distress. Implications for nursing and health policy For neonatal nurses, periodic teaching and training interventions are essential to ensuring the quality nursing care required to reduce morbidity and mortality rates among neonates. Health policymakers should support nurses in pursuing educational opportunities aimed at enhancing their knowledge of advanced neonate care.

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Section: Discussionmentioning

confidence: 99%

“…Shrestha et al. () suggest that periodic training and educational programs for neonatal nurses would enhance their knowledge. Advancing nursing knowledge and developing caring skills through continuous education would serve to enhance their professional values (Brown et al.…”

Section: Introductionmentioning

confidence: 99%

Improving nursing knowledge and care for neonates with respiratory distress in Jordan

Ali

Obeisat

Tarawneh

2019

International Nursing Review

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“…Five (50.0%) of these studies showed significant performance falloff over the time period analyzed. 37,38,48,56,66 Three studies (30.0%) showed no falloff 41,43,52 ; the 2 remaining studies (20.0%), both from Ethiopia, found varying levels of retention in different groups of birth attendants, with higher levels of training associated with less falloff. 55,67 These latter 5 studies showing either no falloff or mixed results included the 4 longest running studies in our literature review, ranging from 9 months to 2 years.…”

Section: Retention Of Knowledge and Skillsmentioning

confidence: 99%

“…43 Furthermore, in the self-directed study group, training costs were significantly lower. Self-directed study was analyzed in 1 other article, in which Shrestha et al 66 reported significant acquisition of knowledge and skills by Nepali nurses who underwent a self-directed educational intervention. Both knowledge and skills declined over subsequent months after the training but remained above pretraining levels when the study ended 3 months after the intervention.…”

Section: Controlled Trials Of Training Strategiesmentioning

confidence: 99%

Newborn Resuscitation Training in Resource-Limited Settings: A Systematic Literature Review

et al. 2016

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CONTEXT: Birth asphyxia contributes substantially to neonatal mortality in low-and middleincome countries (LMICs). The effects of training birth attendants in neonatal resuscitation (NR) on mortality are limited by falloff of skills and knowledge over time and transference of learned skills into clinical practice.OBJECTIVE: This review examined acquisition and retention of NR knowledge and skills by birth attendants in LMICs and the effectiveness of interventions to improve them.DATA SOURCES: Medline, Cochrane, Embase, CINAHL, Bireme, and African Index Medicus databases were searched. We reviewed Web pages and reports from non-peer-reviewed (or "gray") literature sources addressing NR training in LMICs. STUDY SELECTION:Articles on acquisition and retention of NR knowledge and skills, and interventions to improve them, were limited to LMICs. RESULTS:The initial search identified 767 articles, of which 45 met all inclusion criteria. Of these, 31 articles analyzed acquisition of knowledge and skills, and 19 analyzed retention. Most studies found high acquisition rates, although birth attendants struggled to learn bag-mask ventilation. Although significant falloff of knowledge and skills occurred after training, refresher training seemed to improve retention. Results of the gray literature analysis suggest that formal, structured practice sessions improve retention. LIMITATIONS: This review did not analyze training's direct impact on mortality.CONCLUSIONS: Knowledge and skills falloff is a significant barrier to the success of NR training programs and possibly to reducing newborn mortality in LMICs. Refresher training and structured practice show significant promise. Additional research is needed to implement and assess retention improvement strategies in classroom and clinical settings.a Division of Emergency Medicine, Children's Hospital of Philadelphia, Philadelphia, Pennsylvania; b Department of Pediatrics, Massachusetts General Hospital, Boston, Massachusetts; c Harvard Medical School, Boston, Massachusetts; and d Department of Pediatrics, University of Utah School of Medicine, Salt Lake City, Utah Dr Reisman oversaw the literature reviews, interpreted the results, and drafted the initial manuscript; Ms Arlington assisted with the gray literature search and reviewed and revised the manuscript; Dr Jensen performed the initial gray literature analysis and reviewed and revised the manuscript; Mr Louis and Ms SuarezRebling conducted the initial literature review; and Dr Nelson conceptualized and designed the literature review and reviewed and revised the manuscript. All authors approved the fi nal manuscript as submitted.

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“…Nurses who are more caring employ more patient-centered caring skills in clinical practice, and patients feel more cared for and satisfied with the nursing care [18]. Educational programs enhance nurses' caring knowledge and practical competence to ensure that patients are willing to receive treatment, thereby enhancing patient satisfaction [16] [19]. The results of this study revealed that the scores of nurse caring and patient satisfaction significantly increased between the pretest and the posttest.…”

Section: Discussionmentioning

confidence: 83%

Effects of a Care Workshop on Caring Behaviors as Measured by Patients and Patient Satisfaction

Chan¹,

Chu²,

Yen³

et al. 2015

OJN

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Caring is a central focus of nursing, and patient satisfaction is a critical indicator of nursing care quality. The aim of this study was to determine the effects that a care workshop exerted on nurse caring behaviors as perceived by patients and reflected by patient satisfaction. A quasi-experimental, pretest-posttest design without a control group was applied. The intervention consisted of several facets: 1) formal educational sessions twice a week for six weeks, 2) an angel-master mentorship activity, and 3) posts of exemplary caring behavior and stories. A demographic questionnaire, the Modified Nurse Caring Behaviors Inventory, and the Hartford Hospital Satisfaction Survey were used in this study. Descriptive statistics were analyzed to evaluate participant demographic characteristics. Paired t tests were used to determine the effects of a care workshop on nurse caring behaviors as perceived by patients and reflected by patient satisfaction. Of the 236 patients enrolled, 49.6% were women and 57.2% were admitted to medical-surgical units. Female patients rated nurse caring behaviors higher and reported greater patient satisfaction than did male patients on the pretest (p < 0.05) and 6-week posttest (p < 0.01). Patient with medical-surgical admissions rated nurse caring behaviors higher and reported greater patient satisfaction than patients with emergency admissions did on the pretest and 6-week posttest (p < 0.01). Nurse caring behaviors and patient satisfaction were positively correlated on the pretest (p < 0.05) and 6-week posttest (p < 0.01). Patient satisfaction scores increased after the intervention compared with the pretest scores (p = 0.000). Caring educational programs for nurses are commonly regarded to be an essential strategy for promoting care knowledge and practice and improving patient satisfaction. According to the favorable results of this study, care workshops must be pro-* Corresponding author.H.-S. Chan et al. 90vides to nurses in other units or hospitals in future studies.

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Newborn care in Nepal: the effects of an educational intervention on nurses' knowledge and practice

Cited by 18 publications

References 19 publications

Improving nursing knowledge and care for neonates with respiratory distress in Jordan

Improving nursing knowledge and care for neonates with respiratory distress in Jordan

Newborn Resuscitation Training in Resource-Limited Settings: A Systematic Literature Review

Effects of a Care Workshop on Caring Behaviors as Measured by Patients and Patient Satisfaction

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