The Efficacy of Pedagogical Framework (Learn, See, Practice, Prove, Do, Maintain) on Knowledge, Skill, and Self-Efficacy of Nursing Students Regarding Neonatal Resuscitation.
Phase: NA
Conditions: Nursing Students Education on Neonatal Resuscitation
Sponsor: University of Lahore

COVER PAGE 
Title: Effectiveness of Pedagogical Framework (Learn, See, Practice, Prove, Do, Maintain) On 
Knowledge, Skill, and Self-Efficacy of Nursing Students Regarding Neonatal Resuscitation 
NCT number: NCT04748341 
Date of the Document: 17/11/2020 
Sponsor: University of Lahore  
Principal Investigator: Mishal Liaqat  
Telephone: +923441481666  
Email: mishee861@gmail.com  
Central Contact Backup: Muhammad Hussain  
Telephone: +923002105089  
Email: muhammad.hussain@lsn.uol.edu.pk  
Research Site: College of Nursing, Allama Iqbal Medical College. Lahore, Punjab, Pakistan, 
54000  
Research Lab: Simulation Lab in College of Nursing, Allama Iqbal Medical College. Lahore, 
Punjab, Pakistan, 54000  
 
 
 
 
 
 

BACKGROUND 
Globally, 136 million births are reported annually (Sintayehu et al., 2020) and about, 4 
million birth suffer respiratory distress (Garvey & Dempsey, 2020). where 10% entail simple 
resuscitative efforts while 0.1% need advanced measures to initiate breathing (Yeo et al., 2020). 
Despite all the efforts three-quarters of neonatal deaths occur due to asphyxia (Liu et al., 2016). 
Unfortunately, 98% of these deaths occur in low, and middle-income countries (Garces et al., 
2017; Mildenberger, Ellis, & Lee, 2017) in which Pakistan is ranked on 3rd among countries that 
have the highest neonatal deaths (Afshan, Narjis, & Qayyum, 2019). The neonatal mortality rate 
in Pakistan is reported as 46/1000 live births (UNICEF, 2018). It is suggested that 30% of these 
deaths can be prevented through provision of trained emergency birth attendants (Ashish et al., 
2017; Shikuku, Milimo, Ayebare, Gisore, & Nalwadda, 2018) in which education plays an integral 
role. 
Nurses are the largest workforce in the healthcare system that are directly engaged in the 
provision of newborn care. Therefore, they should be conversant and competent in emergency 
newborn management. However, the majority of them are not skillful in the respective field 
(Budhathoki, Gurung, Ewald, Thapa, & KC, 2019). The situation is not very different when we 
are talking about nursing students, our future work force often reported unprepared and lacking 
the confidence in basic lifesaving skills such as resuscitation (Carolan-Olah et al., 2018; 
Malarvizhi, Glory, Rajeswari, & Vasanthi, 2017; Tastan et al., 2017).  
Though, Pediatric care is a basic component of the nursing curriculum, instituting 
resuscitation as a vital part of students competencies during their undergraduate studies (Tastan et 
al., 2017). Yet, studies reported nursing students possess inadequate knowledge in the respective 
field (Malarvizhi et al., 2017). The skills of nursing students might be affected positively and 

negatively due to their training during their undergraduate studies. Since, 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 
(Singhal, McMillan, Savich, Matovelo, & Kamath-Rayne, 2020). However, like many other 
developing countries in Pakistan, the education of nursing students is mostly based on traditional 
methods that are lacking the component of adequate learning and training in neonatal resuscitation 
(Huang et al., 2019; Pinar, Akalin, & Abay, 2016), resulting an insufficient knowledge among 
many trainees on assessment (Huang et al., 2019). Recently, several studies compare traditional 
methods of educational intervention with integrating new strategies and conclude that new 
methods are indispensable for nursing education (Kim & Ahn, 2019a; Pinar et al., 2016). 
The “Learn, See, Practice, Prove, Do, and Maintain” (LSPPDM) pedagogy is one of such 
frameworks synthesized after intensely reviewing the literature and acting as a guiding path in 
teaching and learning of procedural skills (Sawyer et al., 2015).  It is augmented that it can impart 
its role in the improvement of clinical practice resultant to increase patient satisfaction in hospitals 
(Sawyer et al., 2015).  The major goal of LSPPDM pedagogy is to learn a psychomotor skill, 
accomplishing aptitude, and upholding skill once attained.  It is based on adult learning theory that 
can support the acquisition and maintenance of skills in the area of neonatal resuscitation (Ades & 
Lee, 2016).  
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 (Mendhi, Premji, Cartmell, Newman, & Pope, 2020). Moreover, a positive relationship is 
reported between nursing students' knowledge and self-efficacy, both in turn enhancing skill in the 

concerned area (Kim & Ahn, 2019b). Thus, the important variables knowledge, self-efficacy, and 
skill have been selected for this study.  
To the best of researcher knowledge, no published literature was found on this topic in the 
context of Pakistan. While little published literature is available at the international level. Hence, 
this was the first study to determine the efficacy of the LSPPDM framework in the teaching and 
learning of neonatal resuscitation among undergraduate nursing student’s knowledge, skill, and 
self-efficacy conducting at the College of Nursing, Allama Iqbal Medical College, Lahore, 
Pakistan. The study may provide a groundwork for future trials to investigate the retaining effect 
that is potentiating through an instructor directing with additional self-directing learning during 
education.   
OBJECTIVES 
The study objective was to: 
1. Compare the difference in knowledge among undergraduate nursing students learning of 
neonatal resuscitation through “Learn, See, Practice, Prove, Do, Maintain pedagogy” as 
compared to those who had learned through the traditional method. 
2. Compare the difference in skill among undergraduate nursing students learning of neonatal 
resuscitation through “Learn, See, Practice, Prove, Do, Maintain pedagogy” as compared 
to those who had learned through the traditional method. 
3. Compare the difference in self-efficacy among undergraduate nursing students learning of 
neonatal resuscitation through “Learn, See, Practice, Prove, Do, Maintain pedagogy” as 
compared to those who had learned through the traditional method. 
 
 

HYPOTHESIS 
So, the hypothesis was generated as follows: 
a) Hypothesis H0 a:  There is no difference in knowledge among undergraduate nursing 
students learning of neonatal resuscitation through LSPPDM Pedagogy as compared to 
those who had learned through the traditional method. 
b) Hypothesis H0 b: There is no difference in skill among undergraduate nursing students 
learning of neonatal resuscitation through LSPPDM Pedagogy as compared to those who 
had learned through the traditional method. 
c) Hypothesis H0 c: There is no difference in self-efficacy among undergraduate nursing 
students learning of neonatal resuscitation through LSPPDM Pedagogy as compared to 
those who had learned through the traditional method. 
The alternative hypothesis was as follow: 
a) Hypothesis H1 a: There is a difference in knowledge among undergraduate nursing students 
learning of neonatal resuscitation through LSPPDM Pedagogy as compared to those who 
had learned through the traditional method. 
b) Hypothesis H1 b: There is a difference in skill among undergraduate nursing students 
learning of neonatal resuscitation through LSPPDM Pedagogy as compared to those who 
had learned through the traditional method. 
c) Hypothesis H1 c: There is a difference in self-efficacy among undergraduate nursing 
students learning of neonatal resuscitation through LSPPDM Pedagogy as compared to 
those who had learned through the traditional method. 
 
 

METHODS 
Study design and Setting 
A Single-blind Randomized Control Trial adheres to the CONSORT guiding principle (Figure 1). 
The setting was the college of Nursing, Allama Iqbal Medical College, Lahore Pakistan, a 
specialized tertiary level educational center in the public sector that offers (2 & 4year) graduation 
in nursing and 1-year post basic specialization in various disciplines. The participants were 3rd and 
4th professional B.sc nursing students (4 years) enrolled in the current year of 2020-2021.   
Duration of Study: October 2020 to March 2021.  
Sample Size: The sample size is calculated using the OpenEpi software (Kim & Ahn, 2019b) The 
calculated sample size is 24 (12 in each group). This sample size is small to perform the statistical 
test with good efficacy. So, 30 in each group will be taken, n = 60 (30 in each group). After adding 
a 20% dropout rate the final sample size will become 72 (36 in each group). 
The sample size is calculated using the following information and formula;    
                       
 
α 
 
 
 
 
 
 
 
 
 
           5% 
1- α 
 
 
 
 
 
 
 
 
 
           95% 
1-β 
 
 
 
 
 
 
 
 
 
           80% 
Z1- α/2                                                                                                                        1.96 
Z1- β/2   
 
 
 
 
 
 
 
                                  2.58 
µ1 Expected mean in  Skill in intervention Group (LSPPDM Pedagogy)                8.71(Kim & Ahn, 2019b). 

µ2 Expected mean in Skill in Control (Traditional)                                              7.03(Kim 
& 
Ahn, 
2019b). 
δ1 Expected standard deviation in Skill Intervention (LSPPDM Pedagogy)            1.48(Kim & Ahn, 2019b). 
δ2 Expected standard deviation in Skill in Control (Traditional)                             1.33(Kim & Ahn, 2019b). 
n Expected sample size in each group 
 
 
 
 
          24 
 
Sampling Technique: Simple random sampling. 
Sample Selection:  
Inclusion Criteria: 
The nursing students were included in the study who: 
• Were 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. 
• Had age 18-28 years. 
• Those willing to give informed consent. 
Exclusion Criteria: 
The nursing students were excluded who: 

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

Figure 1. Consort Diagram 
 
Eligible nursing students (n= 72) 
Simple random sampling  
Participants willing to participate in 
the study (n=62) 
Allocation in two groups using 
lottery method 
Removed from the 
study  
Allocation 
concealment using 
envelop method  
Pedagogy group (n=31) 
Traditional Group (n=31) 
Neonatal resuscitation education 
through LSPPDM Pedagogy  
Neonatal resuscitation education 
through Traditional Method  
2 didactic lectures/week 
+ 1 Skill session/week  
For total = 6 weeks  
  
2 didactic 
lectures/week+ Video + 
2 Skill session/week 
For Total = 6 weeks  
Excluded from the study (n=10) 

Already certified (n=3)  

Refused to participate (n=7) 
Pre -Test of knowledge, skill and  
self-efficacy (n=62) 
Post-test of knowledge, skill and  
self-efficacy (N=60) 
2 participants lost in follow up 
Traditional group (n=30) 
Pedagogy Group (n=30) 

EQUIPMENTS: 
• Multimedia 
• Low fidelity Neonatal Simulator 
• Mannequins  
• Hand out for theoretical content  
EDUCATIONAL INTERVENTION 
A 6-week educational intervention was given to both groups. 
1) Traditional method of neonatal resuscitation (Traditional Group)  
Traditional group was learned through the 2-step traditional method constituted of 2 didactic 
lectures/ week leading towards the second step of 1 skill session/week for 1 hour. The lecture 
content was the same for both groups and was prepared from the Textbook of Neonatal 
Resuscitation 7th edition of the American Association of Pediatrics (Nimbalkar et al., 2015). The 
lecture's content is based on foundations, Preparation, initial steps, positive pressure ventilation, 
endotracheal intubation, chest compression, medication, post-resuscitation care, and ethics in 
resuscitation. The students practice their skills under instructor supervision on the mannequins in 
groups of ratios 4-5 in each group errors were corrected immediately. 
2) LSPPDM pedagogy method of neonatal resuscitation learning (Pedagogy Group) 
The pedagogy group was taught through the 6-steps LSPPDM pedagogy instituted in 2 
lectures/week + video+ 2skill sessions/week for 1 hour. In the 1st step (learn) didactic lectures were 
given to the students leading to the second step (see), a video on neonatal resuscitation 
(https://youtu.be/8yqP5m1jiPE) was added. In the 3rds step (practice) students practice their skill 
on a low fidelity simulator under instructor supervision in a ratio of 4-5 in each group. The errors 
were corrected on the spot. In the 4th step (prove) students proving their skill through the checklist 

to enhance their learning and memory. In the 5th step (do) students observed neonatal resuscitation 
in real-life situations through the clinical rotation. Finally, the 6th step (maintain) was established 
through additional skill sessions/week for one hour in groups under self-directed learning.  
DATA COLLECTION PROCEDURE 
Recruitment: 
The list of all nursing students in the 3rd and 4th professional was developed and the 
participants were recruited through simple random sampling. Initially, 62 participants (31 in each 
group) meet the inclusion criteria. Two participants were dropped in the follow-up for personal 
reasons one was not attending the full course of intervention and the other was absent on the days 
of evaluation. Thus, yielding a total of 60 participants (30 in each group).  
Randomization and Allocation: 
The students allocated from each professional in traditional group and Pedagogy group 
through the Lottery method (Moon & Hyun, 2019). The difference in the professional year was 
overcome through equal distribution of each professional student in both groups. Allocation of 
participants was concealed using envelop method. 
Blinding: 
Masking of data assessment was provided by assigning a code to each student. The 
facilitators, who assessed the student's skills, endure uninformed regarding the student’s allocation 
status and sequence of the scenario in the pre-and post-data collection. 
Study Variables: 
Independent Variable:  
1. The Educational intervention is the independent variable was measured either through 
LSPPDM pedagogy, a six-step method, and a traditional 2 step method. 

Dependent Variable: The dependent variable were: 
1. Knowledge was measured through 17-item multiple-choice questions adopted from 
Knowledge Questionnaire (Mileder, Gressl, Urlesberger, & Raith, 2019).  
2. Self-efficacy measured through a 23-item scale called the Self-Efficacy for Neonatal 
Resuscitation Instrument (Nyiringango, 2019).   
3. Skill was measured through a 30 item checklist for measuring technical skills and the non-
technical skills were measured through a 9-item checklist on a 5-point Likert scale in 
neonatal resuscitation (Rovamo, Mattila, Andersson, & Rosenberg, 2011). 
Methods for Collection of Data: 
Two facilitator evaluators were trained regarding the scoring of each scale in a two-hour 
workshop before data collection (Kirkpatrick, Cantrell, & Smeltzer, 2019). The data was collected 
at two points in time in the Simulation lab.  
▪ 1st-time data was collected as a pre-test before the educational intervention.  
▪ The 2nd-time data was collected after 6 weeks of educational intervention.  
Evaluation Environment: 
On the day of evaluation, students were divided into pairs. Each pair was performed on 
two scenarios in which one was acting as a leader and the other was the helper and were change 
their positions in the second scenario (Rubio-Gurung et al., 2014). The procedure was classified 
into assessment, preparation, initial newborn care, positive pressure ventilation, intubation, chest 
compressions medications, and reporting. All the simulation scenarios were performed in a 
simulated delivery room situation. Where two student facilitators were present. One was acting 

like a pregnant lady while the other was performing the role of a delivery nurse and present the 
simulation scenario in a standardized fashion to each participant.  
Simulation Scenarios:  
The same scenarios were used for the baseline and final assessments for both groups and 
were prepared from the Textbook of Neonatal Resuscitation 7th edition of the American 
Association of Pediatrics (Nimbalkar et al., 2015). Here’s below the four simulation scenarios are 
as follow: 
a) A term pregnant lady having a history of gestational diabetes. After the birth of the 
baby, it was found that the baby is not breathing. 
b) An expecting mother having a history of placenta abruption.  After birth during the 
initial evaluation, the baby was found gasping 1minute after birth. 
c) A term pregnant woman presenting with a road traffic accident. After birth, it was 
found that the baby is not crying and having poor muscle tone. 
d) The baby has just been born. The baby was not breathing with a heart rate of less than 
60 and appear cyanotic. 
For the assessment of all steps of resuscitation skill, only newborn scenarios were added 
for the maximal exposure of student nurses to all the steps of resuscitation (Lee, Brown, Bender, 
Machan, & Overly, 2012). The student performance was assessed through a neonatal resuscitation 
checklist (Abusaad & Ebrahem, 2015). All the students gave a maximum time of 10 minutes to 
perform all the steps of resuscitation. However, students can finish it earlier than 10 minutes if all 
steps had been followed. A lab assistant was present there and make a video recording of all 
students’ performance to validate the observations and scoring. For the maintenance of 
confidentiality, the videos were deleted after corroboration (Delgado et al., 2017).  

Data Collection Tools: The following tools were used for data collection. 
1. Demographic Data Tool: 
The demographic form contains information regarding age, year of the profession, primary 
language, marital status, Division, previous exposure to neonatal resuscitation.  
2. Skill Assessment Tool: 
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 non-technical skills were 
measured through a 9-item checklist on a 5-point Likert scale. The Cronbach’s α of 0.719 
and the intra-rater reliability of 0.885 were reported for the neonatal resuscitation checklist 
(Rovamo et al., 2011). 
3. Knowledge Tool: 
Knowledge will be tested through 17 items of multiple-choice questions adopted from the 
Knowledge Questionnaire (Mileder et al., 2019). 
4. Self-efficacy Tool: 
Self-efficacy for Neonatal Resuscitation (SENR): The structure of the questionnaire was 
grounded on Bandura’s (1977) Self-Efficacy Scale (SES). 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 SENR 
established good internal consistency with a Cronbach alpha value of 0.93 was reported 
(Nyiringango, 2019). The final score will be calculated by averaging the items from the 
subscales and thereafter averaging all 24 items for the total SENR score.  
DATA ANALYSIS PLAN 

The data were analyzed by using Statistical Package for the Social Sciences (SPSS) version 
25. Mean and SD were given for age, knowledge score, skill score and self-efficacy score. 
Frequency and percentage were given for education, language, marital status, division in previous 
result, residential area and previous neonatal resuscitation exposure. Both groups tested for 
homogeneity in general and resuscitation specific characteristics using χ2 -test, and t-test. 
Independent sample t test was used to compare the mean age, knowledge score, skill score and 
self-efficacy score between both groups. Paired t test was used to compare the pre and post 
education knowledge, skill and self-efficacy score in both groups. Chi square / Fisher’s exact test 
was used to compare the education level, language, marital status, division in previous result, 
residential area and previous neonatal resuscitation exposure between both groups. A p-value ≤ 
0.05 was taken as significant.   
SAFETY CONSIDERATIONS 
No identified risks associated with this research study; though, a possible inconvenience 
may be the time it takes to complete the study. Further, it was expounded that the drive of this 
study is to evaluate the effectiveness of the new educational approach in improving clinical skills 
in neonatal resuscitation.   
Expected outcomes of the study 
To our knowledge, it was the first experimental study to test the diverse strategies under 
the LSPPDM framework in the education of neonatal resuscitation among nursing students. The 
study may provide a groundwork for future trials to investigate the retaining effect with an 
emphasis on instructor directing with additionally self-directing learning during training.   
The study may have a direct implication for nursing education in determining the 
effectiveness of a pedagogical framework in the teaching and learning of neonatal resuscitation 

skills, especially in a resource-limited society. The study findings will help the organization to 
develop strategies for improving nursing education. This will reinforce its use in nursing education 
for the learning of other psychomotor skills for better acquisition of skill training. The study will 
add knowledge in nursing practice for the use of effective techniques of learning clinical skills 
leading towards professional development in nursing.  
ETHICS 
The ethical approval was obtained from the institutional review board of the University of 
Lahore with reference number (IRB-UOL-FAHS/775/2020). Permission had taken from the 
Principal of the respective department. A meeting was arranged with all the eligible participants. 
In which the researcher will personally explain the study purpose, procedure, and benefits to the 
students. In the meeting, students were heartened to questions regarding the study. A risk/benefit 
assessment was performed to find out that the benefit of the study will be more than the risk of 
participation. The potential risk will be overwhelming with too much information and stress of 
performance while on evaluating skill. The plan for managing this risk was through providing 
information and reassurance to the students that the study's purpose was not be to judge their skill 
but rather to assess the current status of knowledge and identify future needs of education. Written 
informed Consent was obtained from each participant before conducting the study. All the 
participants were reassured that the study results will not affect their exam grades and strict 
confidentiality will be maintained. Demographic data and instrument response were coded to 
maintain confidentiality. Participants were instructed not to write their names on any document. 
The data was kept in lock and key in Laptop secure with Password. 

Dissemination of results and publication policy 
The dissemination of results through publications and further contact was maintained with the 
participants and study setting for dissemination of study results.  
Duration of the project 
RESEARCH WORK PLAN 
Activities 
Sep 2020 
Oct 2020 
Nov 2020 
Dec 2020 
Jan 2021 
Feb 2021 
Mar 2021 
Apr 2021 
Synopsis Submission 
 
 
 
 
 
 
 
 
Departmental 
Review 
committee 
 
 
 
 
 
 
 
 
Board of Studies 
 
 
 
 
 
 
 
 
IRB approval 
 
 
 
 
 
 
 
 
Data Collection 
 
 
 
 
 
 
 
 
Data analysis  
 
 
 
 
 
 
 
 
Discussion 
 
 
 
 
 
 
 
 
Dissemination of Results 
 
 
 
 
 
 
 
 
 
PROBLEMS ANTICIPATED 
The do phase is here modified in our study due to the sensitivity of the topic and ethical 
considerations. Another possible explanation of this limitation was that the nursing students are 
never allowed to perform practice before license. In addition, we assessed the participants for 

technical and non-technical skills soon after the education. The long-term retaining effect was 
beyond the scope of our study.  
Project Management 
Mishal Liaqat conceive the idea, designed, collect the data, and wrote the project. 
Muhammad Hussain assisted in designing and gave critical inputs to the project. Muhammad Afzal 
critically evaluate the project. Maryam Altaf and Sadia Khan analyzed the data and gave critical 
inputs to the project. Syed Amir Gillani and Iram Liaqat assisted in the final approval of the study 
and make substantial contribution.  
Funding  
The authors don’t receive any funding/Grant for conducting this project.  
Financing and insurance 
Not Applicable 
 
 
 
 
 
 
 
 
 
 
 

CONSENT FORM 
 
You are invited to participate in a research study conducted by Mishal Liaqat. The purpose 
of this research is to evaluate the “Effectiveness of Pedagogical Framework (Learn, See, 
Practice, Prove, Do, Maintain) On Nursing Students Knowledge, Self-Efficacy And, Skill in 
Neonatal Resuscitation”. 
Risks and Discomforts 
I believe there are no identified risks associated with this research study; though, a possible 
inconvenience may be the time it takes to complete the study. It will be expounded that the drive 
of this study is not to judge your competence in neonatal resuscitation but to evaluate, in general, 
nursing students’ competency levels in Pakistan, and the effectiveness of the new educational 
approach in improving clinical skills in neonatal resuscitation.   
Potential Benefits 
The impending benefits of participation in this study include increased knowledge, self-
efficacy, and competency linked to neonatal resuscitation and potential benefits to future nurses. 
Protection of Confidentiality 
Your identity will not be exposed to any publication after this study. All comments and 
responses are anonymous and will be treated confidentially. All responses will be kept in the laptop 
with a security code and reported in the aggregate form. 
Voluntary Participation 
Your participation in this research study is voluntary. You may choose not to participate 
and you may withdraw your consent to participate at any time.  
CONSENT 
I have read this consent form and have been given the opportunity to ask questions. 
I give my consent to participate in this study. 
Participant’s Signature __________________  
Signature of investigator__________________ 
Email of Investigator: mishee861@gmail.com 
Contact No of Investigator: 03441481666 
Date:  ____________________ 
A copy of this consent form will be given to the participant. 
 
 
 
 
 
 

 تحقیق میں شرکت کا دعوت نام 
 
:عنوان آپ کو مشال لیاقت کے ذریعہ ہونے والے تحقیقی مطالعہ میں حصہ لینے کے لئے مدعو کیا گیا ہے۔ اس تحقیق کا 
مقصد نرسنگ طلباء کے علم  ، خود افادیت اور  ، نوزائیدہ بچاؤ میں مہارت "پر تدریسی فریم ورک کی تاثیر (سیکھیں ، 
دیکھیں ، عمل کریں ، ثابت کریں    
 
 
 :نقصانات اور تکلیف اس تحقیق                                                    سے کسی قسم کے نقصان یا تکلیف کا اندیشہ نہیں 
 
   :ممکنہ فوائد                                                                 آپکو ایک اہم تحقیق میں حصہ لینے کا موقعہ دیا جاۓ گا ۔ 
 
  :رازداری کا تحفظ ہم آپ کی معلومات کے تحفظ کے لیے وہ سب کچہ کریں گے جو ہم کر سکتے ہیں۔ تحقیق کے متعلق
اکٹہی کیی گیی تمام معلومات کو انتہا ئی خفیہ رکھا جاے گا۔ ڈیٹ ا انٹری اور تجزیے کے دوران آپ کے متعلق وہ تمام
 معلومات جن سے آپ کی شناخت ہو سکتی ہو کو ختم کر دیا جاے گا۔ اس تحقیق کے نتیجے میں شائع ہونے والی کسی بھی
 اشاعت میں آپ کی شناخت کو ظاہر نہیں کیا جاے گا۔ 
 
 :رضاکارانہ شمولیت اس تحقیقی مطالعہ میں آپ کی شرکت رضاکارانہ ہے۔ آپ کو شرکت نہ کرنے اور
 کسی بھی وقت پغیر وجہ بتانے اس تحقیق میں شمولیت کو چھوڑنے کا اختیار ہے۔ شرکت نہ کرنے یا اس
 میں شمولیت کو چھوڑنے کی صورت میں آپ کے خالف کوئی کاروایی نہیں کی جاے گی 
 
 
 درجذیل معلومات تحقیق میں شامل ہونے والوں کے لیے پڑھیں اور ان کا جواب دیے گیے خانوں میں درج کریں 
 
 میں نے معلوماتی شیٹ جو کہ تحقیق کی وضاحت کر رہی ہے کو سمجھ لیا ہےاورمجھے تحققیق کے سواالت
 کرنے کا موقع دیا گیا تھا۔ 
 
 میں سمجھ گیا/گیی ہوں کہ میری شرکت رضاکارانہ ہے اور یہ کہ میں کسی بھی وقت اپنا ارادہ بدل سکتا/سکتی
 ہوں اور تحقیق سے دستبردار ہو سکتا/سکتی 
 می ں سمجھ گیا/گیی ہوں کہ میرے جوابات خفیہ رکھے جاءیں کے۔ میں محقیقیین کو اس بات کی اجازت دیتا/دیتی ہوں کے
 وہ جوابات کو جانچ سکیں۔ 
  میں سممجھ گیا/گی ہوں کے معلومات میرے نام کے بجاے نمبر کی صورت میں محفوط کی جائیں گی۔ تا کہ میں نتائج کی
 اشاعت کے دوران کسی بھی ط رح سے شناخت نہ کیا جا سکوں۔ میں اس بات سے رضامند ہوں کے جو معلومات مجھ سے
 لی جائہیں گی وہ تحقیق میں استعمال ہوں گی۔ 
  میں اوپر بتایی گی تحقیق میں شامل ہونے کے لیے رضامند ہوں اور محقیقین کو اپنا پتہ تبدیل ہونے کی صورت میں مطلع
گا/گی۔
کروں  
 
 
:رضا مندی
میں نے یہ 
             اجازت نامہ پڑھا ہے اور مجھے سوال پوچھنے کا موقع دیا گیا ہے ۔ 
 
                                                                            میں اس سٹڈی میں شرکت کے راضی ہوں۔ 
 
    __________________ شرکت کنندہ کا نام___________ دستخط____________________   تاریخ 
 
____________ اجازت لینے والے کا نام ________________  دستخط ____________________تاریخ 
 
                                                                               اس اجازت نامہ کی ایک نقل آپکو دی جانی چاہے۔             
 
 

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