scholarly journals Teaching Helping Babies Breathe via Telehealth: A New Application in Rural Guatemala

2019 ◽  
Vol 4 (3) ◽  
pp. 1-6
Author(s):  
Caitlin Jones-Bamman ◽  
Susan Niermeyer ◽  
Kelly McConnell ◽  
John F. Thomas ◽  
Christina Olson
Keyword(s):  
Nursing Students ◽  
Neonatal Resuscitation ◽  
Cost Effective ◽  
Helping Babies Breathe ◽  
Life Saving ◽  
Percent Improvement ◽  
Hands On ◽  
Post Test ◽  
Course Material ◽  
Passing Scores

Background: Helping Babies Breathe (HBB) is a neonatal resuscitation curriculum that teaches life-saving interventions utilized in the first minutes after birth, reducing morbidity and mortality. Traditionally, it requires in-person facilitators for didactic and hands-on training. Objectives: The aim of this study was to offer HBB to nurses and nursing students in Guatemala, with the lead facilitator presenting concepts via telehealth and in-person facilitators providing hands-on demonstration. Methods: Learners completed pre- and post-tests that included the standard HBB knowledge check, as well as an assessment of the course teaching model. Learners also completed the standard Objective Structured Clinical Evaluations (OSCEs). Results: Eighteen learners were included in the analysis. All but one learner (94%) passed the course, and the average percent improvement from the pre- to post-test was 12%. All learners achieved passing scores on the OSCEs. Learners responded positively to questions regarding the technology, connection with the instructor, and ability to ask questions. Ninety-four percent of the learners agreed with the statement “this lecture was as good via telehealth as in person.” A cost analysis demonstrated approximately USD 3,979.00 in savings using telehealth compared to a standard in-person course. Conclusions: The telehealth model was successful in delivering course material to the learners and was well received. This model represents a cost-effective way to improve access to HBB. This study may not be generalizable to other populations, and the ability to use telehealth requires reliable internet connectivity, which may not be available in all settings. Further study and expansion of this pilot are needed to assess success in other settings.

scholarly journals Helping Babies Breathe (HBB) Program for Reduction of Neonatal Mortality: A Hospital Based Cost Effective Intervention in Nepal

2020 ◽  
Vol 19 (1) ◽  
pp. 48-50
Author(s):  
Kanchan Thapa ◽  
Robert B. Clark ◽  
Michael K. Visick ◽  
Yubanidhi Basaula ◽  
Rakesh Hamal ◽  
...  
Keyword(s):  
Neonatal Resuscitation ◽  
Neonatal Morbidity ◽  
Cost Effective ◽  
Effective Intervention ◽  
Helping Babies Breathe ◽  
Hospital Nursing ◽  
Resource Limited ◽  
Master Trainer ◽  
Nursing College ◽  
Limited Setting

Helping Babies Breath (HBB) is an evidence based educational curriculum practiced worldwide to teach neonatal resuscitation. It is famous and cost effective intervention in resource limited setting. In this regard, we have been implementing HBB program in Nepal through hospitals where delivery rate is higher. In this program, a pair of trainers have been trained as Master Trainer. These trainer back to hospital and train their colleagues in own facility. We have already produced more than seven hundred master trainers from hospital, nursing college, medical colleges and university in Nepal. Through the program, it aims to reduce the neonatal morbidity and mortality so that the country will achieve the target set by SDGs.

scholarly journals Reported self-efficacy of nursing clinical instructors in a bachelor’s of science in nursing program

2020 ◽  
Vol 11 (3) ◽  
pp. 28
Author(s):  
Annette Ferguson ◽  
Natalie Perry
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Self Efficacy ◽  
Formal Education ◽  
Cost Effective ◽  
Nursing Program ◽  
Clinical Instructors ◽  
School Of Nursing ◽  
Before And After ◽  
Post Test

Clinical instructors play a significant role in the development of safe and competent nursing students. When nurses beginning their career as a clinical instructor, a substantial gap in knowledge can existence in the expectations of this new role. A deficiency of formal education in nursing education or orientation to this position can lead to a lack of self-efficacy and knowledge among clinical instructors. Research supports that a formal orientation and training increases feelings of self-efficacy among clinical instructors. The purpose of this study was to evaluate an online educational program on clinical instructor’s knowledge and self-efficacy towards teaching in a pre-licensure bachelors of science in nursing program. A pre-test/post-test design was utilized to assess changes in knowledge and self-efficacy immediately before and after the intervention for ten clinical instructors. Directly following the training, knowledge scores were measured with a statically significant result. In addition, immediately after the training and three months after the training, self-efficacy scores were measured and found to be statically significantly. In conclusion, the educational intervention was found to be statistically significant in improving the knowledge and self-efficacy scores among clinical instructors in the program as evidenced by the pre-test/post-tests results. This program was cost-effective to implement as there was no cost to the school of nursing or clinical instructors. The instructors could complete the online training from any location that had internet access and during any time of the day or night at their convenience.

scholarly journals Effectiveness of Model Based Training on Competence Regarding Intra Uterine Contraceptive Device (IUCD) Insertion among Nursing Students at Selected Nursing College

2021 ◽  
Vol 11 (7) ◽  
pp. 257-264
Author(s):  
Velip Resha Ratnakar ◽  
Sunil M. B. ◽  
Vani. K.
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Cost Effective ◽  
Contraceptive Device ◽  
Model Based ◽  
Contraceptive Devices ◽  
Study Results ◽  
Post Test ◽  
Utilisation Rate ◽  
Nursing College

Background of the study: Intrauterine contraceptive devices IUCD are a safe and cost-effective contraceptive method. Despite this, the utilisation rate for IUCDs is relatively low in many countries. Provision of training regarding IUCDs to nurses, is one approach to overcome some of the barriers that may prevent wider uptake of IUCDs. Objectives: To assess the competence of nursing students regarding IUCD insertion. To evaluate the effectiveness of model based training on competence regarding IUCD insertion among nursing students and to find out an association between pre test competence scores of nursing students with their selected socio demographic variables. Methodology: An evaluative study was conducted among 30 final year B.Sc Nursing students of KLES’ Institute of Nursing Sciences, Hubballi. The research design used for the study was Pre-experimental; one group pre-test, post-test design. OSCE based checklist of interval IUCD insertion procedure was used for obtaining the level of competence. Results: The study results revealed that majority of the subjects 20 (66.7%) were females and 14 (46.6%) had previous knowledge regarding IUCD insertion. With respect to competence scores, majority of the subjects in pre-test 24 (80%) had unsatisfactory competence, 6 (20%) had satisfactory competence. In post-test 25 (83.33%) had satisfactory competence, 05 (16.66%) had unsatisfactory competence. After model based training on competence regarding interval IUCD insertion, there was a significant gain in competence i.e 41.4%. The calculated paired ‘t’ value (tcal = 24.44*) was greater than the tabulated value (ttab = 2.045). This indicates that the gain in competence score was statistically significant at 0.05 level of significance. Conclusion: The study concludes that model based training on competence regarding interval IUCD insertion was effective in upgrading the skills of final year B.Sc nursing students. Hence, it is recommended to re-address & improve pre-service nursing education pertaining to the family planning services. Key words: IUCD, competence, OSCE, nursing students, model based training.

scholarly journals Air, Air, Air: a champion midwife programme in Tanzania using HOT neonatal resuscitation—lessons learned

2021 ◽  
Author(s):  
Jan Becker ◽  
Chiung-Jung (Jo) Wu ◽  
Chase Becker ◽  
James Moir ◽  
Marion Gray ◽  
...  
Keyword(s):  
Real Life ◽  
Neonatal Resuscitation ◽  
Lessons Learned ◽  
First Line ◽  
Neonatal Deaths ◽  
Helping Babies Breathe ◽  
Hands On ◽  
Effective Ventilation ◽  
Guided Instruction ◽  
Bag And Mask Ventilation

Abstract Background Tanzania has approximately 40 000 newborn deaths per year, with >25% of these linked to intrapartum-related hypoxia. The Helping Babies Breathe© and Golden minute© (HBB©) programme was developed to teach skilled intervention for non-breathing neonates at birth. While Helping Babies Breathe© and Golden minute©, providing training in simulated bag and mask ventilation, is theoretically successful in the classroom, it often fails to transfer to clinical practice without further support. Furthermore, the proclivity of midwives to suction excessively as a first-line intervention is an ingrained behaviour that delays ventilation, contributing to very early neonatal deaths. Methods The ‘champion’ programme provided guided instruction during a real-life resuscitation. The site was Amana Hospital, Tanzania. The labour ward conducts 13 500 deliveries annually, most of which are managed by midwives. Brief mannikin simulation practice was held two to three times a week followed by bedside hands-on training (HOT) of bag and mask skills and problem solving while reinforcing the mantra of ‘air, air, air’ as the first-line intervention during a real-life emergency. Results Champion midwives (trainers) guided instructions given during a real emergency at the bedside caused learners beliefs to change. Trainees observed changes in baby skin colour and the onset of spontaneous breathing after effective ventilation. Conclusions Visible success during an actual real-life emergency created confidence, mastery and collective self-efficacy.

An effectiveness of training program on COVID-19 among healthcare students: A cross section study

2020 ◽  
Vol 11 (SPL1) ◽  
pp. 1250-1254
Author(s):  
Kurvatteppa Halemani ◽  
Merlin Cheema ◽  
Shabana Khatun ◽  
Yadidya ◽  
Bhumika Singh ◽  
...  
Keyword(s):  
Nursing Students ◽  
Training Program ◽  
Cross Section ◽  
Sampling Technique ◽  
Teaching Session ◽  
Post Intervention ◽  
Post Test ◽  
College Of Nursing ◽  
Novel Coronavirus ◽  
First Time

The pandemic COVID-19 is a highly infected disease caused by a novel coronavirus or SARS-Cov-2. The virus was reported for the first time  December 2019 in, China's Wuhan province. Later the virus has broken down into the world and claimed millions of lives. In India, the disease was reported for the first time in Kerala on 30th January 2020. a cross-section one group pre-test & post-test research design was used among the 40 final year BSc nursing students, College of Nursing SGPGIMS, Lucknow India. Samples were selected based on purposive sampling technique and sample criteria. An instrument, the first tool included demographic characteristics Similarly, second instrument used for knowledge assessment. After pre-test assessment, a teaching session was held at the seminar room, college of nursing SGPGIMS Lucknow, India. Subsequently post assessment was held after intervention.  A total of 40 participants responded to the study. Demographic variables like 30(75%) participants had less than 22 years of age, 22(55%) were girls, 14(35%) families income found INR 10000-15000, and the majority of participants obtained COVID-19 related knowledge from news paper16(40%). A gender was found significant with pretest knowledge, and other variables weren't found significant (P=0.05). Knowledge mean & standard deviation in pre & post-intervention, 11.90±2.16 vs15.82±1.39. The mean difference was found in a pre-test & post-test-1 &post-test-2, 3.9, 5.02, & 1.1, respectively. The effectiveness of the training program was checked by paired t-test -10.20 & -13.93, P=0.00.  The study revealed that the teaching session was efficient in the COVID-19 program among BSc nursing students.

scholarly journals Effects of a Clinical Simulation Course about Basic Life Support on Undergraduate Nursing Students’ Learning

2021 ◽  
Vol 18 (4) ◽  
pp. 1409
Author(s):  
María del Mar Requena-Mullor ◽  
Raquel Alarcón-Rodríguez ◽  
María Isabel Ventura-Miranda ◽  
Jessica García-González
Keyword(s):  
Cardiac Arrest ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Basic Life Support ◽  
Life Support ◽  
Undergraduate Nursing Students ◽  
Assessment Protocol ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Post Test

Training in basic life support (BLS) using clinical simulation improves compression rates and the development of cardiopulmonary resuscitation (CPR) skills. This study analyzed the learning outcomes of undergraduate nursing students taking a BLS clinical simulation course. A total of 479 nursing students participated. A pre-test and post-test were carried out to evaluate theoretical knowledge of BLS through questions about anatomical physiology, cardiac arrest, the chain of survival, and CPR. A checklist was used in the simulation to evaluate practical skills of basic CPR. The learning outcomes showed statistically significant differences in the total score of the pre-test and after completing the BLS clinical simulation course (pre-test: 12.61 (2.30), post-test: 15.60 (2.06), p < 0.001). A significant increase in the mean scores was observed after completing the course in each of the four parts of the assessment protocol (p < 0.001). The increase in scores in the cardiac arrest and CPR sections were relevant (Rosenthal’s r: −0.72). The students who had prior knowledge of BLS scored higher on both the pre-test and the post-test. The BLS simulation course was an effective method of teaching and learning BLS skills.

Nitrogen Fixation: Fixing the Gap between Concept- & Evidence-Based Learning with Legume Biology

2019 ◽  
Vol 81 (4) ◽  
pp. 250-255
Author(s):  
Christopher P. Krieg ◽  
Rebecca A. Valls ◽  
Sarah Vatland ◽  
Jennifer Gordinier ◽  
Stephanie S. Porter ◽  
...  
Keyword(s):  
High School Students ◽  
Student Attitudes ◽  
Environmental Science ◽  
School Students ◽  
Research Skills ◽  
Science Courses ◽  
Hands On ◽  
Course Material ◽  
Classroom Inquiry ◽  
Post Hoc

Students often struggle to connect concepts with evidence, sometimes because development of research skills has not been emphasized in their science courses. We developed a strategy and protocol to train high school students in research and experimental investigation of questions related to course material on legume biology. The richness of this subject matter allows for adaptations of our framework to address diverse areas of science, including principles in ecology, environmental science, agriculture, microbiology, and evolution. Our framework includes a hands-on classroom inquiry that investigates the symbiotic relationship between nitrogen-fixing rhizobial bacteria and legumes. This student-led, inquiry-based project employs an intellectually demanding, hands-on method of education to build critical research skills using an adaptable model and inexpensive materials. We also report positive student feedback from a post hoc survey to gauge student attitudes toward the activity and the effectiveness of this framework.

scholarly journals Nursing Students’ Perception on the Effectiveness of Emergency Competence Learning through Simulation

Healthcare ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 397
Author(s):  
Ignacio Manuel Guerrero-Martínez ◽  
Francisco Javier Portero-Prados ◽  
Rocío Cándida Romero-González ◽  
Rocío Romero-Castillo ◽  
Manuel Pabón-Carrasco ◽  
...  
Keyword(s):  
Nursing Students ◽  
Exploratory Study ◽  
Point Of View ◽  
Red Cross ◽  
Emergency Setting ◽  
Learning Method ◽  
Clinical Simulation ◽  
Large Size ◽  
Post Test ◽  
Quasi Experimental

(1) Background: Simulation is a part of the day-to-day of the learning method in health sciences. The objective is to determine if the clinical simulation is useful for learning in the emergency setting, from the point of view of the nursing students. (2) Methods: A pre- and post-test exploratory study with an analytical and quasi-experimental design was used. The population is made up of nursing students from the Seville Red Cross Nursing Centre, who conducted a simulation exercise in the form of a drill for the care of multiple victims. A specific questionnaire was employed as a tool to analyse the dimensions of satisfaction, confidence and motivation, clinical experience, and decision making and technical abilities. (3) Results: There were favourable significant differences in the set of global responses, with p < 0.0001 for the “satisfaction” dimension and d = 1.25 for the “large” size of the effect, and p < 0.0069 for the “confidence and motivation” dimension and d = 0.58 for the “moderate–large” size of the effect. (4) Conclusions: The results are similar to those obtained in other studies in the scope of the 4 dimensions studied, thus coming to the conclusion that the perception of the nursing students on learning through clinical simulation is positive and favourable.

Open-Ended Curiosity-Driven Fluids Lab Project

2017 ◽  
Author(s):  
Thomas G. Shepard ◽  
Christopher Haas ◽  
Rajagopala Menon
Keyword(s):  
Fluid Mechanics ◽  
Undergraduate Curriculum ◽  
Self Determination Theory ◽  
Field Trips ◽  
Student Interest ◽  
Great Opportunity ◽  
Hands On ◽  
Design Build ◽  
Course Material ◽  
Positive Results

The lab component of a fluid mechanics course permits a great opportunity for students to engage with course material. These labs can take many forms including field trips, guided inquiry exercises, formulaic lab exercises, practical/hands-on skill development, CFD and design-build-test projects to name a few. Previous literature on self-determination theory suggests that many positive results can be gained by giving students a choice in their studies. Related literature on the importance of curiosity in students suggests similar benefits. This paper describes a multi-week lab experience where students were given the opportunity to study anything remotely related to fluid mechanics with very few restrictions on implementation. The project goals were proposed by a student, or a team of two students, and then refined with the assistance of the course instructor to ensure proper scope. Pre-project surveys were used to gage the importance students place on studying material which is of personal interest and to determine how other parts of the undergraduate curriculum match up with student interest. Post-project surveys were used to gather input on the student experience of completing the curiosity project. This paper details the results from the various assessments and discusses feedback from the course instructor, lab instructors and students relating to project implementation, opportunities for improvement and some of the advantages of such a lab experience.

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