Midwifery students’ retention of learning after screen-based simulation training on neonatal resuscitation: a pilot study

2020 ◽  
Vol 7 (1) ◽  
pp. 31-34 ◽  
Author(s):  
Jessy Barré ◽  
Daphné Michelet ◽  
Jennifer Truchot ◽  
Philippe Cabon ◽  
Antoine Tesniere
Keyword(s):  
Pilot Study ◽  
Self Efficacy ◽  
Simulation Training ◽  
Retention Rate ◽  
Neonatal Resuscitation ◽  
Technical Skills ◽  
Skills Training ◽  
Significant Difference ◽  
Efficacy Assessment ◽  
New Variables

Simulation in medical education is widely used to teach both technical and non-technical skills. The use of tools such as screen-based simulation raises the question of their efficiency and the retention rate for knowledge and skills. In this study, we measured midwives’ retention of learning after screen-based simulation training on neonatal resuscitation. 14 midwifery students participated in this pilot study. They undertook two screen-based simulation sessions 2 months apart. Measurements included a knowledge quiz, a self-efficacy assessment and two experts’ evaluations of the Anaesthetists’ Non-Technical Skills (ANTS) and Neonatal Resuscitation Performance Evaluation (NRPE) scoring (non-technical and technical skills, respectively). A demographic survey with open-ended questions on professional experience and learning concluded the study. We showed an improvement in the self-efficacy assessment (p<0.05), the knowledge quiz (p<0.01) and the ANTS evaluation (p<0.0001). However, there was no significant difference in the NRPE score. The students enjoyed the apprenticeship aspect of the screen-based simulation. Repeated exposure to a screen-based simulation on neonatal resuscitation could be advantageous for non-technical skills training, self-confidence and retention of knowledge. This is still a work in progress, undergoing further investigation with more participants and new variables.

Non-technical skills training in cardiothoracic surgery: A pilot study

2021 ◽  
Author(s):  
Juka S. Kim ◽  
Roland A. Hernandez ◽  
Douglas S. Smink ◽  
Steven Yule ◽  
Nicholas J. Jackson ◽  
...  
Keyword(s):  
Pilot Study ◽  
Technical Skills ◽  
Skills Training ◽  
Cardiothoracic Surgery ◽  
Technical Skills Training

A Pilot Study of a Culturally Grounded Breastfeeding Intervention for Pregnant, Low-Income African American Women

2018 ◽  
Vol 34 (3) ◽  
pp. 478-484
Author(s):  
Rebecca Reno
Keyword(s):  
African American ◽  
Pilot Study ◽  
African American Women ◽  
Health Equity ◽  
Low Income ◽  
Self Efficacy ◽  
Short Form ◽  
Assessment Process ◽  
American Women ◽  
Significant Difference

Background: Increasing breastfeeding rates among low-income African American women may work toward the achievement of health equity. The dynamic breastfeeding assessment process (D-BAP) is a community-grounded, equity-focused intervention designed to increase prenatal breastfeeding self-efficacy. Research aim: The aims of the pilot study were (a) to determine the effect of the D-BAP on breastfeeding self-efficacy among pregnant, low-income African American women, (b) to examine the findings among women with no previous breastfeeding experience, and (c) to compare the findings between women with prior breastfeeding experience and those without it. Methods: A pre/post, paired-samples design was utilized. Convenience sampling was used to recruit pregnant, low-income African American women ( N = 25). Participants completed the Breastfeeding Self-Efficacy Scale–Short Form prior to and following the D-BAP. Results: The Wilcoxon signed rank test indicated that participation in the D-BAP had a statistically significant influence on breastfeeding self-efficacy ( z = −2.01, p = .04). Among a subsample of participants with no previous breastfeeding experience ( n = 12), completion of the D-BAP resulted in a statistically significant increase in breastfeeding self-efficacy ( z = −2.36, p = .02). There was no statistically significant difference between those with prior breastfeeding experience and those without it. Conclusion: Breastfeeding among low-income African American women is a health equity issue for which culturally responsive, effective breastfeeding interventions are needed. This research demonstrates an association between completion of the D-BAP and an increase in prenatal breastfeeding self-efficacy.

Do you see what I see? A randomised pilot study to evaluate the effectiveness and efficiency of simulation-based training with videolaryngoscopy for neonatal intubation

2015 ◽  
Vol 1 (1) ◽  
pp. 12-18 ◽  
Author(s):  
Lindsay C Johnston ◽  
Ruijun Chen ◽  
Travis M Whitfill ◽  
Christie J Bruno ◽  
Orly L Levit ◽  
...  
Keyword(s):  
Pilot Study ◽  
Small Sample Size ◽  
Deliberate Practice ◽  
Neonatal Resuscitation ◽  
Technical Skills ◽  
Small Sample ◽  
Efficiency And Effectiveness ◽  
Global Skills ◽  
Visual Confirmation ◽  
Future Work

IntroductionDirect laryngoscopy (DL) and airway intubation are critical for neonatal resuscitation. A challenge in teaching DL is that the instructor cannot assess the learners’ airway view. Videolaryngoscopy (VL), which allows display of a patient's airway on a monitor, enables the instructor to view the airway during the procedure. This pilot study compared deliberate practice using either VL with instruction (I-VL) or traditional DL. We hypothesised that I-VL would improve the efficiency and effectiveness of neonatal intubation (NI) training.MethodsParticipants (students, paediatric interns and neonatal fellows) were randomised to I-VL or DL. Baseline technical skills were assessed using a skills checklist and global skills assessment. Following educational sessions, deliberate practice was performed on mannequins using the Storz C-MAC. With I-VL, the instructor could guide training using a real-time airway monitor view. With DL, feedback was based solely on technique or direct visual confirmation, but the instructor and learner views were not concurrent. During summative assessment, procedural skills checklists were used to evaluate intubation ability on a neonatal airway trainer. The duration of attempts was recorded, and recorded airway views were blindly reviewed for airway grade. ‘Effectiveness’ reflected achievement of the minimum passing score (MPS). ‘Efficiency’ was the duration of training for learners achieving the MPS.Results58 learners were randomised. Baseline demographics were similar. All participants had a significant improvement in knowledge, skills and comfort/confidence following training. There were no significant differences between randomised groups in efficiency or effectiveness, but trends towards improvement in each were noted. Fellows were more likely to achieve ‘competency’ postinstruction compared to non-fellows (p<0.001).ConclusionsThis educational intervention to teach NI increased the learner's knowledge, technical skills and confidence in procedural performance in both groups. I-VL did not improve training effectiveness. The small sample size and participant diversity may have limited findings, and future work is indicated.

Evaluation of Childbirth Self-Efficacy in Pregnant Women with Variables: A Systematic Review and Meta-Analysis

2021 ◽  
Vol 17 ◽  
Author(s):  
Ayse Deliktas Demirci ◽  
Merve Kochan ◽  
Kamile Kabukcuoglu
Keyword(s):  
Self Efficacy ◽  
Meta Analysis ◽  
Random Effect ◽  
Random Effect Model ◽  
Moderating Variables ◽  
Moderator Analysis ◽  
Effect Model ◽  
Significant Difference ◽  
New Variables

Objective : The present study aims to examine childbirth self-efficacy levels with potential moderating variables. Methods: The systematic searches were conducted in nine databases in July 2019. The PRISMA checklist was used. The quality of studies was evaluated by two researchers. The random-effect model was used in the present meta-analysis. The heterogeneity tests and moderator analyses were performed. There were 18 eligible articles. Results: Results indicated that childbirth self-efficacy levels do not change based on parity (Q=0.784, p=0.376 for efficacy expectancy, Q=0.190, p=0.663 for outcome expectancy). The between-study variance was not significant for subdimensions of CBSEI (Qb = 1.531, p = .216), which means no significant difference between OE and EE levels was found. The between-study variance was not significant for OE levels (Qb = 0.333, p = .847), which means no significant difference was found between Outcome-AL, Outcome-SS, and OE-16. The moderator analysis, including Efficacy-AL, Efficacy-SS, and EE-16 presented a higher pooled mean score for EE-16 (111.56; 95% CI = 98.66 to 124.46). However, the between-study variance was not significant for EE levels (Qb = 4.240, p = .120). Despite the moderator analysis, the finding of high heterogeneity suggests the need for further studies which examine the concept of childbirth self-efficacy with additional variables. Conclusion: The study presents that childbirth self-efficacy levels do not change based on parity, stages of labor and subdimensions of CBSEI. Researchers need to examine the concept of childbirth self-efficacy with new variables for further clarify of concept.

scholarly journals Knowledge and Self-Efficacy Assessment of Residents and Fellows Following Palliative Care Unit Rotation: A Pilot Study

2019 ◽  
Vol 36 (6) ◽  
pp. 492-499
Author(s):  
Sven Niklas Burmann ◽  
Martin Neukirchen ◽  
Christoph Ostgathe ◽  
Mingo Beckmann ◽  
Jacqueline Schwartz ◽  
...  
Keyword(s):  
Palliative Care ◽  
Pilot Study ◽  
Self Efficacy ◽  
Descriptive Analysis ◽  
Nonparametric Tests ◽  
Residency Programs ◽  
Resident Physicians ◽  
Multicenter Survey ◽  
Specialized Palliative Care ◽  
Efficacy Assessment

Background: In Germany, some units of specialized palliative care (SPC) offer a 6- to 12-month rotation for resident physicians (RPs) and fellows from different specialties. Objective: This pilot study aimed to evaluate feasibility of assessing palliative care knowledge (PCK) and palliative care self-efficacy (PCSE) using a paper-based questionnaire. Methods: Palliative care knowledge and PCSE were assessed by introducing a score, followed by a descriptive analysis (determination of frequency, mean, median, and range) using nonparametric tests (χ2 test, Mann–Whitney U test). Results: We assessed 17 RPs following SPC rotation and 16 board-certified specialists (BCSs) who had no experience in SPC from 3 German comprehensive cancer centers. Resident physicians were predominantly enrolled in residency programs of hematology and oncology (n = 6), anesthesiology (n = 6), and psychosomatic medicine (n = 3). Resident physicians rotated between year 1 and 8 of residency. Fifteen RPs (88%) had elected this rotation and 72% preferred 12-month duration. The total PCK score of PCK was 27 (RPs) and 24 (BCSs; P = .002). Mean PCSE scores were 46 (RPs) and 39 (BCSs; P = .016). Of 71% of RPs, only 27% of BCSs knew how support of hospice service was initiated ( P = .004). Participants rated the items as comprehensible (n = 24; 73%), relevant (n = 25; 76%) and the questionnaire as adequately long (n = 23; 70%). Conclusion: An improved PCK and PCSE were observed in physicians who rotated through an SPC unit; this resulted in an increased tangibility of local palliative care and hospice services. The questionnaire was comprehensible, relevant in terms of content, and adequate in length for a prospective multicenter survey.

scholarly journals Effect of virtual reality simulation training on the response capability of public health emergency reserve nurses in China: a quasiexperimental study

BMJ Open ◽  
2021 ◽  
Vol 11 (9) ◽  
pp. e048611
Author(s):  
Dandan Zhang ◽  
Hongwu Liao ◽  
Yitong Jia ◽  
Wenren Yang ◽  
Pingping He ◽  
...  
Keyword(s):  
Public Health ◽  
Virtual Reality ◽  
Disaster Preparedness ◽  
Simulation Training ◽  
Intervention Group ◽  
Technical Skills ◽  
Skills Training ◽  
Control Group ◽  
Virtual Reality Simulation ◽  
Response Capacity

ObjectiveTo develop a virtual reality simulation training programme, and further verify the effect of the programme on improving the response capacity of emergency reserve nurses confronting public health emergencies.DesignA prospective quasiexperimental design with a control group.ParticipantsA total of 120 nurses were recruited and randomly divided into the control group and the intervention group.InterventionParticipants underwent a 3-month training. The control group received the conventional training of emergency response (eg, theoretical lectures, technical skills and psychological training), while the intervention group underwent the virtual reality simulation training in combination with skills training. The COVID-19 cases were incorporated into the intervention group training, and the psychological training was identical to both groups. At the end of the training, each group conducted emergency drills twice. Before and after the intervention, the two groups were assessed for the knowledge and technical skills regarding responses to fulminate respiratory infectious diseases, as well as the capacity of emergency care. Furthermore, their pandemic preparedness was assessed with a disaster preparedness questionnaire.ResultsAfter the intervention, the scores of the relevant knowledge, the capacity of emergency care and disaster preparedness in the intervention group significantly increased (p<0.01). The score of technical skills in the control group increased more significantly than that of the intervention group (p<0.01). No significant difference was identified in the scores of postdisaster management in two groups (p>0.05).ConclusionThe virtual reality simulation training in combination with technical skills training can improve the response capacity of emergency reserve nurses as compared with the conventional training. The findings of the study provide some evidence for the emergency training of reserve nurses in better response to public health emergencies and suggest this methodology is worthy of further research and popularisation.

The effect of life skills training with health literacy strategies on self-esteem and self-efficacy in female students during puberty

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Sara Jafarigiv ◽  
Nooshin Peyman
Keyword(s):  
Health Literacy ◽  
Self Efficacy ◽  
Life Skills ◽  
Intervention Group ◽  
Skills Training ◽  
Self Esteem ◽  
Female Students ◽  
Life Skills Training ◽  
Literacy Strategies ◽  
Significant Difference

Abstract Background Puberty is a sensitive period of life for developing specific skills and knowledge and acquiring abilities and attributes that are essential for managing emotions and assuming adult roles. Thus, this has implications for health educational programs to responses to the experimentation and exploration that takes place during puberty. Objectives This study aimed to examine the effect of life skills training using health literacy strategies on self-esteem and self-efficacy in adolescent female students. Methods This was a semi-experimental study with intervention-control groups performed on 96 female students (7th grade of high school) in Mashhad, Iran from January 2017 to Jun 2017. The sampling method was a multi-stage random sampling. The samples were divided into two groups: an intervention group and a control group (each one having 50 subjects) through the simple randomized approach. Data collection tools used were the Coopersmith Self-esteem Questionnaire and Sherer’s Self-efficacy Questionnaire. Life skills training for the intervention group consisted of five sessions of theoretical training and workshops with role play and were designed based on health literacy strategies. The pretest, posttest and follow-up (3 months after the intervention) was conducted for both groups. Data analysis was performed using SPSS 19 software (t-test, Mann-Whitney, chi-square (χ2) and repeated data analysis). Results Before the intervention, there was no significant difference between the two groups in terms of self-esteem score (p = 0.70) and self-efficacy (p = 0.10), but immediately after training, as well as 3 months later, a significant difference was found between the two groups (p < 0.001). Conclusion Based on the findings, life skills educational interventions based on health literacy strategies could promote the self-esteem and self-efficacy abilities among female students during puberty.

scholarly journals Impact of Using a 3D Visual Metaphor Serious Game to Teach History-Taking Content to Medical Students: Longitudinal Mixed Methods Pilot Study

10.2196/13748 ◽  
2019 ◽  
Vol 7 (3) ◽  
pp. e13748
Author(s):  
Hussain Alyami ◽  
Mohammed Alawami ◽  
Mataroria Lyndon ◽  
Mohsen Alyami ◽  
Christin Coomarasamy ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Medical Students ◽  
Pilot Study ◽  
Cognitive Load ◽  
Self Efficacy ◽  
Ease Of Use ◽  
Serious Game ◽  
Qualitative Assessment ◽  
History Taking ◽  
Significant Difference

Background History taking is a key component of clinical practice; however, this skill is often poorly performed by students and doctors. Objective The study aimed to determine whether Metaphoria, a 3D serious game (SG), is superior to another electronic medium (PDF text file) in learning the history-taking content of a single organ system (cardiac). Methods In 2015, a longitudinal mixed methods (quantitative and qualitative) pilot study was conducted over multiple sampling time points (10 weeks) on a group of undergraduate medical students at The University of Auckland Medical School, New Zealand. Assessors involved in the study were blinded to group allocation. From an initial sample of 83, a total of 46 medical students were recruited. Participants were assigned to either a PDF group (n=19) or a game group (n=27). In total, 1 participant left the PDF group after allocation was revealed and was excluded. A total of 24 students in the game group and 14 students in the PDF group completed follow-up 7 weeks later. Using an iterative design process for over a year, with input from a variety of clinical disciplines, a cardiac history-taking game and PDF file were designed and informed by Cognitive Load Theory. Each group completed its intervention in 40 min. A total of 3 levels of Kirkpatrick training evaluation model were examined using validated questionnaires: affective (perception and satisfaction), cognitive (knowledge gains and cognitive load), and behavioral attitudes (Objective Structured Clinical Exam) as well as qualitative assessment. A priori hypotheses were formulated before data collection. Results Compared with baseline, both groups showed significant improvement in knowledge and self-efficacy longitudinally (P<.001). Apart from the game group having a statistically significant difference in terms of satisfaction (P<.001), there were no significant differences between groups in knowledge gain, self-efficacy, cognitive load, ease of use, acceptability, or objective structured clinical examination scores. However, qualitative findings indicated that the game was more engaging and enjoyable, and it served as a visual aid compared with the PDF file. Conclusions Students favored learning through utilization of an SG with regard to cardiac history taking. This may be relevant to other areas of medicine, and this highlights the importance of innovative methods of teaching the next generation of medical students.

scholarly journals Impact of Using a 3D Visual Metaphor Serious Game to Teach History-Taking Content to Medical Students: Longitudinal Mixed Methods Pilot Study (Preprint)

2019 ◽  
Author(s):  
Hussain Alyami ◽  
Mohammed Alawami ◽  
Mataroria Lyndon ◽  
Mohsen Alyami ◽  
Christin Coomarasamy ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Medical Students ◽  
Pilot Study ◽  
Cognitive Load ◽  
Self Efficacy ◽  
Ease Of Use ◽  
Serious Game ◽  
Qualitative Assessment ◽  
History Taking ◽  
Significant Difference

BACKGROUND History taking is a key component of clinical practice; however, this skill is often poorly performed by students and doctors. OBJECTIVE The study aimed to determine whether Metaphoria, a 3D serious game (SG), is superior to another electronic medium (PDF text file) in learning the history-taking content of a single organ system (cardiac). METHODS In 2015, a longitudinal mixed methods (quantitative and qualitative) pilot study was conducted over multiple sampling time points (10 weeks) on a group of undergraduate medical students at The University of Auckland Medical School, New Zealand. Assessors involved in the study were blinded to group allocation. From an initial sample of 83, a total of 46 medical students were recruited. Participants were assigned to either a PDF group (n=19) or a game group (n=27). In total, 1 participant left the PDF group after allocation was revealed and was excluded. A total of 24 students in the game group and 14 students in the PDF group completed follow-up 7 weeks later. Using an iterative design process for over a year, with input from a variety of clinical disciplines, a cardiac history-taking game and PDF file were designed and informed by Cognitive Load Theory. Each group completed its intervention in 40 min. A total of 3 levels of Kirkpatrick training evaluation model were examined using validated questionnaires: affective (perception and satisfaction), cognitive (knowledge gains and cognitive load), and behavioral attitudes (Objective Structured Clinical Exam) as well as qualitative assessment. A priori hypotheses were formulated before data collection. RESULTS Compared with baseline, both groups showed significant improvement in knowledge and self-efficacy longitudinally (<italic>P</italic>&lt;.001). Apart from the game group having a statistically significant difference in terms of satisfaction (<italic>P</italic>&lt;.001), there were no significant differences between groups in knowledge gain, self-efficacy, cognitive load, ease of use, acceptability, or objective structured clinical examination scores. However, qualitative findings indicated that the game was more engaging and enjoyable, and it served as a visual aid compared with the PDF file. CONCLUSIONS Students favored learning through utilization of an SG with regard to cardiac history taking. This may be relevant to other areas of medicine, and this highlights the importance of innovative methods of teaching the next generation of medical students.

scholarly journals Effect of Computer Debriefing on Acquisition and Retention of Learning After Screen-Based Simulation of Neonatal Resuscitation: Randomized Controlled Trial (Preprint)

2020 ◽  
Author(s):  
Daphne Michelet ◽  
Jessy Barre ◽  
Jennifer Truchot ◽  
Marie-Aude Piot ◽  
Philippe Cabon ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Controlled Trial ◽  
Neonatal Resuscitation ◽  
Technical Skills ◽  
Control Group ◽  
Nontechnical Skills ◽  
Randomized Controlled ◽  
Knowledge Questionnaire ◽  
The Impact ◽  
Baseline Difference

BACKGROUND Debriefing is key in a simulation learning process. OBJECTIVE This study focuses on the impact of computer debriefing on learning acquisition and retention after a screen-based simulation training on neonatal resuscitation designed for midwifery students. METHODS Midwifery students participated in 2 screen-based simulation sessions, separated by 2 months, session 1 and session 2. They were randomized in 2 groups. Participants of the debriefing group underwent a computer debriefing focusing on technical skills and nontechnical skills at the end of each scenario, while the control group received no debriefing. In session 1, students participated in 2 scenarios of screen-based simulation on neonatal resuscitation. During session 2, the students participated in a third scenario. The 3 scenarios had an increasing level of difficulty, with the first representing the baseline level. Assessments included a knowledge questionnaire on neonatal resuscitation, a self-efficacy rating, and expert evaluation of technical skills as per the Neonatal Resuscitation Performance Evaluation (NRPE) score and of nontechnical skills as per the Anaesthetists’ Non-Technical Skills (ANTS) system. We compared the results of the groups using the Mann-Whitney U test. RESULTS A total of 28 midwifery students participated in the study. The participants from the debriefing group reached higher ANTS scores than those from the control group during session 1 (13.25 vs 9; U=47.5; <i>P</i>=.02). Their scores remained higher, without statistical difference during session 2 (10 vs 7.75; <i>P</i>=.08). The debriefing group had higher self-efficacy ratings at session 2 (3 vs 2; U=52; <i>P</i>=.02). When comparing the knowledge questionnaires, the significant baseline difference (13 for debriefing group vs 14.5 for control group, <i>P</i>=.05) disappeared at the end of session 1 and in session 2. No difference was found for the assessment of technical skills between the groups or between sessions. CONCLUSIONS Computer debriefing seems to improve nontechnical skills, self-efficacy, and knowledge when compared to the absence of debriefing during a screen-based simulation. This study confirms the importance of debriefing after screen-based simulation. CLINICALTRIAL ClinicalTrials.gov NCT03844009; https://clinicaltrials.gov/ct2/show/NCT03844009

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