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

Abstract

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.