The Impact of Pedagogical Framework in Education of Neonatal Resuscitation
Condition: Nursing Students Education on Neonatal Resuscitation
Study type: Interventional

Summary: 
      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).
    

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.
    

Intervention name(s): Pedagogical Framework (Learn, See, Practice, Prove, Do, and Maintain); Traditional Method
Intervention type(s): Other; Other
Intervention description(s): 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.; The traditional method group learns through 2-step method.
didactic lectures on neonatal resuscitation were delivered.
Practice skill on mannequins
Intervention MeSH terms: Benzocaine
Allocation: Randomized
Intervention model: Parallel Assignment
Intervention model description: The study design is a Single-blind randomized control trial conducted in the College of Nursing, Allama Iqbal Medical College, Lahore, Pakistan. A sample size of 72 nursing students (36 in each group) will be taken through simple random sampling. The students allocated from each professional in group A and group B through the Lottery method. Allocation of participants was concealed using envelop method. A total of 6 weeks of intervention will be provided to both groups. Group A will be taught through the two steps traditional method (2 lectures/week + 1 skill lab/week). On the contrary Group B will learn through the 6-step method constituted 2 lecture/week + video + 2skill lab/week (1 session under instructor + 1 session for skill maintenance).
Masking: Single (Outcomes Assessor)
Primary purpose: Health Services Research