Paramedics' Newborn Life Support Knowledge and Skills Before and After a Targeted Simulation-Based Educational Intervention

Mileder, Lukas P.; Gressl, Jennifer; Urlesberger, Berndt; Raith, Wolfgang

doi:10.3389/fped.2019.00132

Cited by 13 publications

(9 citation statements)

References 29 publications

(31 reference statements)

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“…In order to evaluate baseline knowledge of neonatal resuscitation guidelines[ 3 ], participants answered a 20-question single-choice paper-and-pencil questionnaire [ 4 ] together with demographic questions.…”

Section: Methodsmentioning

confidence: 99%

“…Following the educational intervention, participants answered a) the same questionnaire [ 4 ] (post-test) with answers in random order and b) a six-item questionnaire on their perception of telesimulation using five-point Likert-like scales (five being the highest rating), dichotomous and multiple-choice questions with free-text option, both delivered electronically ( www.surveymonkey.com ; SurveyMonkey Europe UC, Dublin, Ireland).…”

Section: Methodsmentioning

confidence: 99%

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Telesimulation as a modality for neonatal resuscitation training

Mileder

Bereiter

Wegscheider

2021

Medical Education Online

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Introduction : Telesimulation may allow simulationists to continue with essential simulation-based training programs during the COVID-19 pandemic. Hence, we investigated the feasibility of telesimulation for neonatal resuscitation training, assessed participants’ attitudes towards telesimulation as well as its effect on neonatal resuscitation knowledge, and compared results between medical students and neonatal nurses. Methods : For this prospective observational pilot study, medical students and neonatal nursing staff were recruited on a voluntary basis. Pre- and post-training knowledge was assessed using a 20-question questionnaire. Following the educational intervention, participants further answered a six-item questionnaire on their perception of telesimulation. For the telesimulation session, participants received a simulation package including a low-fidelity mannequin and medical equipment. The one-hour telesimulation session was delivered by an experienced instructor and broadcasted via Cisco Webex for groups of 2–3 participants, covering all elements of the neonatal resuscitation algorithm and including deliberate technical skills practice. Results : Nine medical students and nine neonatal nurses participated in a total of seven telesimulation sessions. In general, participants enjoyed the telesimulation session, acknowledged a positive learning effect and found telesimulation suitable for neonatal resuscitation training, but were critical of potential technical issues, training logistics, and the quality of supervision and feedback. Neonatal resuscitation knowledge scores increased significantly after the educational intervention both for medical students and nurses. Conclusions : Telesimulation is feasible for neonatal resuscitation training and associated with significant improvements in knowledge of current resuscitation guidelines, without differences between medical students and neonatal nurses.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Telesimulation as a modality for neonatal resuscitation training

Mileder

Bereiter

Wegscheider

2021

Medical Education Online

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“…Knowledge was tested through 17 items multiplechoice questions adopted from the Knowledge Questionnaire 20 . The total score ranged from 0 to 17.…”

Section: Knowledge Toolmentioning

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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“…This course is widely taught in Europe. However, only a few studies have evaluated its impact, focusing mainly on the attendees' performance at technical procedures [6][7][8] .…”

Section: The European Resuscitation Council (Erc) Developed the Newbomentioning

confidence: 99%

Newborn Life Support Course: Does it make me more confident when resuscitating a newborn?

Renesme¹,

Merched

Tandonnet³

et al. 2020

Preprint

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Objective. To describe the effectiveness of the Neonatal Life Support (NLS) course in terms of attendees′ knowledge, perceived self-efficacy, and clinical applicability. Methods. We conducted an electronic survey of NLS course attendees (NLS+ group). The survey had six themes: i) demographic characteristics; ii) NLS clinical applicability; iii) attendee′s perceived proficiency at neonatal resuscitation; iv) attendee′s perceived experience of fluency, security, and quality of care during neonatal resuscitation; v) knowledge (multiple-choice questions); and vi) perceived personal and professional impact of the NLS course. A control group (NLS−) was recruited via our regional perinatal network. The survey data were analysed anonymously. Multiple linear regression analysis examined the following: NLS course, job tenure, maternity level, and profession. Results. The survey completion rate was 62% (200/323) for the NLS+ group. Among participants, 84% had participated in neonatal resuscitation since their course. The scores for positive perceived experience for neonatal resuscitation (fluency, security, and quality of care delivered) were higher in the NLS+ group than the NLS− group (p < 0.006). After adjustment, the independent factors associated with a higher positive perceived experience were the NLS course, work in tertiary level maternity ward, and job tenure > 5 years. The multiple-choice questions score (n = 10) was 8.2 ± 1.3 (NLS+) vs. 6.7 ± 1.5 (NLS−) (p < 0.0001). NLS course, medical degree, and work in a tertiary level maternity ward were independently associated with higher knowledge scores. Conclusion. The NLS course was associated with better knowledge of, and a positive perceived experience regarding, neonatal resuscitation.

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Paramedics' Newborn Life Support Knowledge and Skills Before and After a Targeted Simulation-Based Educational Intervention

Cited by 13 publications

References 29 publications

Telesimulation as a modality for neonatal resuscitation training

Telesimulation as a modality for neonatal resuscitation training

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

Newborn Life Support Course: Does it make me more confident when resuscitating a newborn?

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