The Impact of Pedagogical Framework in Education of Neonatal Resuscitation

The Efficacy of Pedagogical Framework (Learn, See, Practice, Prove, Do, Maintain) on Knowledge, Skill, and Self-Efficacy of Nursing Students Regarding Neonatal Resuscitation.

Virtually 10% of newborns suffer respiratory distress at birth thus need intervention from proficient health professionals. Pakistan is one of the top ten countries that carry two-thirds of the global burden of neonatal deaths. It is suggested that most of these deaths can be prevented through the provision of trained emergency birth attendants, in which education plays an integral role. Since its inception in the neonatal resuscitation program, we are still in the struggle to find out the best strategies to disseminate NRP knowledge, training, and guidelines that promise the best outcome. Hence, little published data on this phenomenon is available regarding undergraduate students. That determines the best way to educate them in performing the skills that urgently require an infrequent needed such as neonatal resuscitation. Therefore, this study intended to address this gap in the education of neonatal resuscitation through two different approaches. One is a traditional 2-step method and the other is an adapted Pedagogical framework (Lean, See, Practice, Prove, Do and Maintain).

Study Overview

• Status: Completed
• Conditions: Nursing Students Education on Neonatal Resuscitation
• Intervention / Treatment: Other: Traditional Method; Other: Pedagogical Framework (Learn, See, Practice, Prove, Do, and Maintain)

Detailed Description

Globally, nurses are the largest workforce in the healthcare system that are directly engaged in the provision of newborn care. They should be conversant and competent in neonatal resuscitation. However, the majority of nurses are not skillful in the respective field. The situation is not very different when we are talking about nursing students. Who are our future workforce, hence are found incompetent in emergency newborn management and neonatal resuscitation. It is well documented that effective educational programs in preservice settings such as schools of midwifery, nursing, and medicine, established more active forms of lifelong learning to improve the quality of care. While the transformation of theoretical knowledge into clinical practice requires effective teaching in the field of resuscitation is a vital element for all undergraduate students. However, like many other developing countries in Pakistan, mostly traditional methods are following in nursing education. While the traditional method of teaching is insufficient to meet the educational demands of nursing students in clinical practice. Hence, Nursing students often are unprepared and lacking confidence in simple, yet life-saving procedures such as neonatal resuscitation. Therefore, incorporating an effective model and framework in nursing education is needed that could enhance nursing students' skills and improve clinical outcomes. The "Learn, See, Practice, Prove, Do, and Maintain" (LSPPDM) pedagogy is one of such frameworks synthesized after intensely reviewing the literature. This framework is acting as a guiding path for educators in teaching and learning procedural skills. As Knowledge is considering a prerequisite for competence in skill performance and to evaluate the effectiveness of an educational program self -efficacy measurement is an important tool. Thus, the important variables knowledge, self-efficacy, and skill have been selected for this study. Thus, the study objective will be:

To compare the knowledge, skill, and self-efficacy among undergraduate nursing students learning of neonatal resuscitation through "Learn, See, Practice, Prove, Do, Maintain pedagogy" as compared to those who will learn through the traditional method.

This study will contribute essentially to determine the effectiveness of an adapted pedagogical framework in the teaching and learning of neonatal resuscitation skills, especially in a resource-limited society. Moreover, the study findings will help the organization to develop strategies for improving nursing education.

• Study Type: Interventional
• Enrollment (Actual): 62
• Phase: Not Applicable

Contacts and Locations

Study Locations

• Pakistan
  • Punjab
    • Lahore, Punjab, Pakistan, 54000
      • College of Nursing, Allama Iqbal Medical College.

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: 18 years to 25 years (Adult)
• Accepts Healthy Volunteers: Yes
• Genders Eligible for Study: Female

Description

Inclusion Criteria:

• Are currently enrolled in the Bachelor of Science in Nursing (4 years) 3rd and 4th Professional.
• Those willing to attend the full course of neonatal resuscitation.
• Having age 18-25 years.
• Those willing to give informed consent.

Exclusion Criteria:

• Will be on leave from that period
• Have already received any educational training on neonatal resuscitation.
• Working as Nursing Assistants in Clinical Setting.

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Health Services Research
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: Single

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Active Comparator: Traditional Group; Group A will be taught through the two steps traditional method (2 lectures/week + 1 skill lab/week). First, learn through didactic Lectures and then practice skills on the Mannequins. The educational lecture content will be the same for both groups.	Other: Traditional Method; The traditional method group learns through 2-step method.; didactic lectures on neonatal resuscitation were delivered.; Practice skill on mannequins
Experimental: Pedagogical Group; Group B will learn through the 5-step method [ 2 lectures/week + video + 2skill lab/week (1 session under instructor + 1 session for skill maintenance)], learn skill, see the video on resuscitation, practice on simulator, prove through practice, observe skill on clinical rotation and lastly maintain it through clinical supplemented with simulation.	Other: Pedagogical Framework (Learn, See, Practice, Prove, Do, and Maintain); The "Learn, See, Practice, Prove, Do, and Maintain" (LSPPDM) pedagogy is acting as a guiding path for educators in teaching and learning procedural skills. It is synthesized after intensely reviewing the literature comprises steps. In the 1st step, learners learn through didactic lectures, further proceeding to see procedural videos. The 3rd step, "Practice" expose learners to perform the skill on a simulator. In the 4th step "Prove" the learner proves the skill. The 5th step Do comprise real-life exposure through the clinical rotation. Then, finally the 6th step"Maintain" the learner maintains skill supplemented with simulation as needed.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Knowledge Questionnaire	knowledge is considering awareness of Neonatal resuscitation. It will be measured through a 17-item multiple-choice question adopted from Knowledge Question total score ranged from 0 to 17. A higher score means have more knowledge.	before intervention and 6 weeks after intervention
Self-efficacy for Neonatal Resuscitation (SENR)	The SENR instrument is a 23-item scale that measured nursing students' perception of confidence in their capabilities in neonatal resuscitation. All SENR items were valued on a 10-point Likert scale. The total score ranged from 0 to 230. A higher score means have more self-efficacy.	before intervention and 6 weeks after intervention
Neonatal Resuscitation Checklist	A 30 items checklist will be used. Each of the correct actions was graded as 1=yes and for wrong action 0=no. The total score ranged from 0 to 30. The total score ranged from 0 to 30. A higher score means have more skill.	before intervention and 6 weeks after intervention

Collaborators and Investigators

• Sponsor: University of Lahore
• Investigators: Principal Investigator: Mishal Liaqat, Lahore School of Nursing, The University of Lahore; Study Chair: Muhammad Hussain, Lahore School of Nursing, The University of Lahore; Study Chair: Muhammad Afzal, Lahore School of Nursing, The University of Lahore; Study Director: Amir Gillani, Faculty of Allied Health Sciences, The University of Lahore

Publications and helpful links

General Publications

• Liaqat M, Hussain M, Afzal M, Altaf M, Khan S, Gilani SA, Liaqat I. Efficacy of pedagogical framework in neonatal resuscitation skill learning in a resource-limited setting: a randomized controlled trial. BMC Med Educ. 2021 Aug 18;21(1):436. doi: 10.1186/s12909-021-02846-x.

Study record dates

Study Major Dates

• Study Start (Actual): February 10, 2021
• Primary Completion (Actual): March 22, 2021
• Study Completion (Actual): March 25, 2021

Study Registration Dates

• First Submitted: February 3, 2021
• First Submitted That Met QC Criteria: February 6, 2021
• First Posted (Actual): February 10, 2021

Study Record Updates

• Last Update Posted (Actual): May 18, 2021
• Last Update Submitted That Met QC Criteria: May 17, 2021
• Last Verified: May 1, 2021

More Information

Terms related to this study

• Additional Relevant MeSH Terms: Physiological Effects of Drugs; Central Nervous System Depressants; Peripheral Nervous System Agents; Sensory System Agents; Anesthetics; Anesthetics, Local; Benzocaine
• Other Study ID Numbers: IRB-UOL-FAHS/775/2020

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No