scholarly journals The Effect of An mLearning Application on Nurses’ and Midwives’ Knowledge and Skills for The Management of Postpartum Hemorrhage and Neonatal Resuscitation: Quasi-Experimental Study.

Mapping Intimacies â—˝  
2020 â—˝  
Author(s):  
Aurore Nishimwe â—˝  
Latifat Ibisomi â—˝  
Marc Nyssen â—˝  
Daphney Nozizwe Conco
Keyword(s):  
Postpartum Hemorrhage â—˝  
Healthcare Workers â—˝  
Neonatal Resuscitation â—˝  
Continuous Training â—˝  
Post Intervention â—˝  
Knowledge And Skills â—˝  
Service Training â—˝  
Quasi Experimental â—˝  
The Mean â—˝  
Nurses And Midwives

Abstract Background: Globally, mobile learning (mLearning) tools have attracted considerable attention as a means of continuous training for healthcare workers. Rwanda like other low-resource settings with scarce in-service training opportunities requires innovative approaches that adapt technology to context to improve healthcare workers’ knowledge and skills. One such innovation is the safe delivery application (SDA), a smartphone mLearning application for Basic Emergency Obstetric and Neonatal Care (BEmONC) content. This study assessed the effect of the SDA intervention on nurses’ and midwives’ knowledge and skills for the management of postpartum hemorrhage (PPH) and neonatal resuscitation (NR).Methods: The study used a pre-post, quasi-experimental design to compare knowledge and skills of nurses and midwives in the management of PPH and NR at two measurement points: immediately prior SDA intervention and after 6 months SDA intervention. The intervention took place in two district hospitals in Rwanda and included 54 participants. A paired-sample t-test was used to measure the pre-post intervention, mean knowledge and skills scores differences. Confidence intervals (CIs) and effect size were calculated. A t-test and a one-way Anova was used to test for potential confounders. Results: The analysis included 54 participants. Knowledge scores and skills scores on PPH management and NR increased significantly from baseline to endline measurements. The mean difference for PPH knowledge is 17.1 out of 100; 95% CI = 14.69 to 19.49 and 2.6% for PPH skills; 95% CI = 1.01 to 4.25. The mean difference for NR knowledge is 19.1 out of 100; 95% CI = 16.31 to 21,76 and 5.5% for NR skills; 95% CI = 3.66 to 7.41. Increases were unaffected by participants’ attendance to in-service training six months prior and during SDA intervention and previous smartphone use. However, pre- and post-intervention skills scores were significantly different by years of experience in obstetric care.Conclusion: The SDA intervention improved the knowledge and skills of nurses and midwives on the management of PPH and NR as long as 6 months after SDA introduction. The results are highly relevant in low-income countries like Rwanda, where quality of delivery care is challenged by a lack of in-service continuous training for healthcare providers.

scholarly journals The effect of an mLearning application on nurses’ and midwives’ knowledge and skills for the management of postpartum hemorrhage and neonatal resuscitation: pre–post intervention study

2021 â—˝  
Vol 19 (1) â—˝  
Author(s):  
Aurore Nishimwe â—˝  
Latifat Ibisomi â—˝  
Marc Nyssen â—˝  
Daphney Nozizwe Conco
Keyword(s):  
Postpartum Hemorrhage â—˝  
Healthcare Workers â—˝  
Neonatal Resuscitation â—˝  
T Test â—˝  
Continuous Training â—˝  
Post Intervention â—˝  
Knowledge And Skills â—˝  
Service Training â—˝  
The Mean â—˝  
Nurses And Midwives

Abstract Background Globally, mobile learning (mLearning) tools have attracted considerable attention as a means of continuous training for healthcare workers. Rwanda like other low-resource settings with scarce in-service training opportunities requires innovative approaches that adapt technology to context to improve healthcare workers’ knowledge and skills. One such innovation is the safe delivery application (SDA), a smartphone mLearning application for Basic Emergency Obstetric and Neonatal Care (BEmONC) content. This study assessed the effect of the SDA intervention on nurses’ and midwives’ knowledge and skills for the management of postpartum hemorrhage (PPH) and neonatal resuscitation (NR). Methods The study used a pre–post test design to compare knowledge and skills of nurses and midwives in the management of PPH and NR at two measurement points: immediately prior to SDA intervention and after 6 months of SDA intervention. The intervention took place in two district hospitals in Rwanda and included 54 participants. A paired-sample t-test was used to measure the pre–post intervention, mean knowledge and skills scores differences. Confidence intervals (CIs) and effect size were calculated. A t-test and a one-way Anova were used to test for potential confounders. Results The analysis included 54 participants. Knowledge scores and skills scores on PPH management and NR increased significantly from baseline to endline measurements. The mean difference for PPH knowledge is 17.1 out of 100; 95% CI 14.69 to 19.49 and 2.6% for PPH skills; 95% CI 1.01 to 4.25. The mean difference for NR knowledge is 19.1 out of 100; 95% CI 16.31 to 21.76 and 5.5% for NR skills; 95% CI 3.66 to 7.41. Increases were unaffected by participants’ attendance to in-service training 6 months prior and during SDA intervention and previous smartphone use. However, pre- and post-intervention skills scores were significantly different by years of experience in obstetric care. Conclusion The SDA intervention improved the knowledge and skills of nurses and midwives on the management of PPH and NR as long as 6 months after SDA introduction. The results are highly relevant in low-income countries like Rwanda, where quality of delivery care is challenged by a lack of in-service continuous training for healthcare providers.

scholarly journals Nurse led educational intervention on the knowledge of management of selected childhood conditions among mothers of under five in tertiary hospitals in Bayelsa state

2020 â—˝  
Vol 8 (9) â—˝  
pp. 3171
Author(s):  
Ebikienmo Forcebray â—˝  
Sowunmi Christiana O.
Keyword(s):  
Educational Intervention â—˝  
Intervention Programme â—˝  
Post Intervention â—˝  
Knowledge And Skills â—˝  
Under Five â—˝  
Childhood Conditions â—˝  
Significant Difference â—˝  
Tertiary Hospitals â—˝  
Quasi Experimental â—˝  
Daunting Challenge

Background: Infant and child mortality remains a daunting challenge in Nigeria as findings showed inadequacy in knowledge and skills regarding management of selected childhood conditions among mothers. This study assessed a nurse-led educational intervention on management of selected childhood conditions among mothers of under-five in tertiary hospitals in Bayelsa State.Method: Two group pre-test, post-test quasi-experimental design was used for the study. Total enumeration was adopted to include 150 mothers of under-five. Data were collected using a self-developed questionnaire and a checklist pre and post intervention. Two research questions were answered using descriptive statistics of while hypotheses were tested using inferential statistics of t-test at 0.05 level of significance.Results: Findings showed that pre-intervention knowledge was below average in both control (23.19±6.66) and experimental (21.97±7.32) while an improvement was found with the participants' post-intervention knowledge on the management of selected childhood conditions in the experimental (49.99±5.86) group and not with the control (23.82±6.75) group. No significant difference was found in the pre intervention knowledge (Mean difference=1.22, t(148)=1.01, p=0.103) in the control and experimental group, while a significant difference was reported in the post intervention mean score on knowledge (Mean diff. = 26.17, t(148)=19.45, p=0.000) in the control and experimental group.Conclusion: The nurse-led intervention programme improved knowledge and skills in the management of selected childhood conditions among mothers of under-five. It is recommended that more awareness should be created on the management of selected childhood conditions parameters.

scholarly journals Evaluating Neonatal Resuscitation Skills of Practicing Nurses and Midwives in Selected Hospitals in Central Uganda

2019 â—˝  
Author(s):  
Mary Namuguzi â—˝  
Karen Drake â—˝  
Elizabeth Namukombe Ekong â—˝  
Ekaete Francis Asuquo
Keyword(s):  
Mortality Rate â—˝  
Neonatal Mortality â—˝  
Neonatal Resuscitation â—˝  
The State â—˝  
Neonatal Mortality Rate â—˝  
Successful Resuscitation â—˝  
Knowledge And Skills â—˝  
Regulatory Policies â—˝  
Skills Retention â—˝  
Nurses And Midwives

Abstract Background: Uganda has a high neonatal mortality rate (27 per 1,000 live births), with birth asphyxia being the major contributor. Helping babies breathe (HBB) is an evidence-based program that aims to reduce neonatal mortality in resource-limited settings. Successful resuscitation depends on nurses’ and midwives’ knowledge and skills in neonatal resuscitation, and the state of neonatal resuscitation equipment. This study aimed to evaluate knowledge and skills retention in neonatal resuscitation after HBB training among nurses and midwives, and the state/availability of neonatal resuscitation equipment. Methods: This study used a cross sectional design. Participants were 75 nurses and midwives from two hospitals in Central Uganda. Data were collected using questionnaires and observation checklists. Ethics approval was obtained from the Uganda Christian University and the research and ethics committees of the participating hospitals. Results: Nurses and midwives showed a high level of knowledge (92%). However, neonatal resuscitation skills among 44 observed participants were poor, as 68.2% failed to check equipment and select the correct mask and 45.5% did not make a firm seal when applying the mask. In addition, about 72% of participants did not ventilate at a rate of 40 breaths per minute, and 18.2% failed to assess chest movement. Observation of 44 resuscitations to evaluate the state/availability of neonatal resuscitation equipment showed that 27.3% did not have a suction device, 59.1% did not have a heat source/pre-warmed towels to warm the babies, 50% did not have appropriate self-inflating bags and masks for normal and preterm babies, 72.7% had no clock/watch to count heart rate and determine the length of time ventilation was required, and 36.4% did not document that resuscitation was performed. Conclusions: To address Uganda’s neonatal mortality rate, it is necessary to develop regulatory policies for neonatal resuscitation and build nurses’ and midwives’ skills for active interventions during neonatal resuscitation.

scholarly journals Evaluating Neonatal Resuscitation Skills of Practicing Nurses and Midwives in Selected Hospitals in Central Uganda​

2020 â—˝  
Author(s):  
Mary Namuguzi â—˝  
Karen Drake â—˝  
Elizabeth Namukombe Ekong â—˝  
Ekaete FRANCIS Asuquo
Keyword(s):  
Mortality Rate â—˝  
Neonatal Mortality â—˝  
Neonatal Resuscitation â—˝  
The State â—˝  
Neonatal Mortality Rate â—˝  
Successful Resuscitation â—˝  
Knowledge And Skills â—˝  
Helping Babies Breathe â—˝  
Regulatory Policies â—˝  
Nurses And Midwives

Abstract Background: Uganda has a high neonatal mortality rate (27 per 1,000 live births), with birth asphyxia as one of the major contributor. Helping babies breathe (HBB) is an evidence-based program that aims to reduce neonatal mortality in resource-limited settings. Successful resuscitation depends on nurses’ and midwives’ knowledge and skills in neonatal resuscitation, and access to functional neonatal resuscitation equipment. This study aimed to evaluate knowledge and skills retention in neonatal resuscitation after HBB training among nurses and midwives, and the state/availability of neonatal resuscitation equipment. Methods: This study used a cross sectional design. Participants were 75 nurses and midwives from two hospitals in Central Uganda. Data were collected using questionnaires and observation checklists. Ethics approval was obtained from the Uganda Christian University and the research and ethics committees of the two hospital hospitals. Results: Nurses and midwives showed a high level of knowledge (92%). However, neonatal resuscitation skills among 44 observed participants were poor, as 68.2% failed to check equipment and select the correct mask and 45.5% did not make a firm seal when applying the mask. In addition, about 72% of participants did not ventilate at a rate of 40 breaths per minute, and 18.2% failed to assess chest movement. Observation of 44 resuscitations to evaluate the state/availability of neonatal resuscitation equipment showed that 27.3% did not have a suction device, 59.1% did not have a heat source/pre-warmed towels to warm the babies, 50% did not have appropriate self-inflating bags and masks for term and preterm babies, 72.7% had no clock/watch to count heart rate and determine the length of time ventilation was required, and 36.4% did not document that resuscitation was performed. Conclusions: To address Uganda’s neonatal mortality rate, it is necessary to implement regulatory policies for neonatal resuscitation, building nurses and midwives skills for active interventions during neonatal resuscitation as well as regular refresher courses to enhance skills. Key words: helping babies breathe (HBB), neonatal resuscitation, knowledge, skills and equipment

scholarly journals Teaching Cardiac Arrhythmias Using Educational Videos and Simulator Software in Nurses: An Educational Interventional Study

10.5812/semj.97984 â—˝  
2020 â—˝  
Vol 21 (9) â—˝  
Author(s):  
Hamed Tavan â—˝  
Siros Norouzi â—˝  
Masoumeh Shohani
Keyword(s):  
Cardiac Arrhythmias â—˝  
Heart Diseases â—˝  
Educational Interventions â—˝  
P Value â—˝  
Post Intervention â—˝  
Significant Difference â—˝  
Before And After â—˝  
Quasi Experimental â—˝  
The Mean â—˝  
Educational Videos

Background: Cardiac arrhythmias are among the most prominent causes of mortality in patients with heart diseases. By timely diagnosis of arrhythmias, nurses can provide necessary therapeutic measures to these patients. Objectives: The purpose of this study was to determine the effects of teaching cardiac arrhythmias using educational videos and simulator software in nurses. Methods: In this quasi-experimental study, 22 novice nurses were selected based on the census method. Evaluations were performed before and after educational interventions for cardiac arrhythmia. The interventions included using simulator software and face-to-face education. A questionnaire with 20 questions regarding cardiac arrhythmias organized in 4 parts of sinus arrhythmias, atrial arrhythmias, ventricular arrhythmias, and blocks and junctional rhythm, and each with 5 questions was used to collect data. Each question was scored 1 point, and the final score ranged from 0 to 20. The scores were categorized into poor (< 10), moderate (11 - 15), and good (16 - 20) levels. Data were analyzed using SPSS V.20 software. Results: There was a significant difference in the mean of total score regarding the diagnosis of arrhythmias before (9.9) and after (15.68) the education (P value = 0.022). This indicated an increase of about 6 scores at post-intervention. The classification of the scores showed that 9 (40.9%) and 13 (59.1%) nurses had poor and moderate diagnostic abilities before training. However, following education, 10 nurses (50%) acquired moderate and 10 (50%) nurses obtained good scores. Conclusions: Arrhythmia scores varied before and after training, with the mean scores after training increased, and arrhythmia detection rate was increased after the intervention. It is advisable to use modern educational methods as good alternatives for reviewing educational content and concepts.

scholarly journals Impact of multi-professional, scenario-based training on postpartum hemorrhage in Tanzania: a quasi-experimental, pre- vs. post-intervention study

2017 â—˝  
Vol 17 (1) â—˝  
Author(s):  
Signe Egenberg â—˝  
Gileard Masenga â—˝  
Lars Edvin Bru â—˝  
Torbjørn Moe Eggebø â—˝  
Cecilia Mushi â—˝  
...  
Keyword(s):  
Postpartum Hemorrhage â—˝  
Intervention Study â—˝  
Post Intervention â—˝  
Quasi Experimental

scholarly journals The effect of an educational intervention to improve tuberculosis infection control among nurses in Ibadan, South-West Nigeria: a quasi-experimental study

2020 â—˝  
Author(s):  
Patrick Aboh Akande
Keyword(s):  
Experimental Study â—˝  
Infection Control â—˝  
Educational Intervention â—˝  
Comparison Group â—˝  
Intervention Group â—˝  
Health Facilities â—˝  
Continuous Training â—˝  
Post Intervention â—˝  
South West â—˝  
Quasi Experimental

Abstract Background: Nurses are particularly vulnerable to acquiring tuberculosis (TB) because they are in the frontline of patient care. There is inadequate implementation of cost-effective TB infection control (TBIC) measures in most health facilities. Training has been shown to be effective in improving the knowledge and work practices of nurses. This study sought to utilize a multi-method educational intervention to improve the TBIC-related knowledge and practices of nurses in two secondary health facilities in Ibadan, South-West Nigeria. Methods: This quasi-experimental study involved 200 nurses (100 each in the intervention and comparison groups). Baseline data was collected in May 2014. This was followed by training of the nurses in the intervention group. After 6 months, the second wave of data was collected and the nurses in the comparison group also received the training thereafter. The final wave of data collection took place 12 months after the commencement of the study. Mean scores of the nurses were determined and comparison made between both groups at different time points using independent t-test. Results: The nurses in both groups were statistically comparable in their socio-demographic characteristics, and baseline mean knowledge (68.6% and 67.7%) and practice scores (79.1% and 80.6%) respectively. After the intervention group received the intervention, there were appreciable improvements in the scores at 6 months (knowledge-85.9%; practice-98.5%), which were significantly different from those of the comparison group (knowledge-69.5%, practice-78.8%). A large effect size was demonstrated in the improvement in knowledge score in the intervention group at 6 months compared with the other group (Cohen’s d = 1.7). Similarly, there were improvements in the scores of the nurses in the comparison group at 12 months after the group had also received the intervention (knowledge-88.2%, practice-93.5%). At this point, the mean scores between both groups were no longer significantly different. Conclusions: The improvement in post-intervention scores implies that the educational intervention adopted for this study was effective in improving TBIC among the nurses. It also underscores the importance of continuous training/retraining of nurses and other healthcare workers in improving and sustaining TBIC at health facilities.

Comparison of Postpartum Hemoglobin and Hematocrit Levels in Conventional and Physiological Delivery in Iran: A Quasi-Experimental Study

2020 â—˝  
Vol 17 â—˝  
Author(s):  
Khodayar Oshvandi â—˝  
Seyedeh Zahra Masoumi â—˝  
Arezoo Shayan â—˝  
Seyed Saleh Oliaei â—˝  
Afshin Mohammadi â—˝  
...  
Keyword(s):  
Experimental Study â—˝  
Pregnant Women â—˝  
Vaginal Delivery â—˝  
Postpartum Hemorrhage â—˝  
Weak Relationship â—˝  
Confounding Variables â—˝  
Quasi Experimental â—˝  
The Mean â—˝  
Type Of Delivery â—˝  
D Value

Background: Despite the great importance of controlling and preventing postpartum hemorrhage, no evidence has been provided to reduce postpartum hemorrhage physiologically compared to conventional vaginal delivery. While it is claimed that physiological delivery can be better than conventional delivery, in many ways, there is insufficient available information about the effect of delivery method on postpartum hemoglobin and hematocrit levels. Objective: The current study aimed to compare postpartum hemoglobin and hematocrit levels in conventional and physiological delivery methods in Fatemieh Hospital of Hamedan. Methods: This quasi-experimental study was conducted on 400 pregnant women candidates for physiological delivery and 400 pregnant women for conventional vaginal delivery in 2019. Mothers in the physiological delivery group were provided with necessary training. In the conventional vaginal delivery group, the mother went through the usual procedures upon hospitalization. All mothers' venous blood samples were analyzed for hemoglobin and hematocrit at the time of hospitalization and six hours after delivery. The significance level was considered 0.05. Results: The outcomes indicated that by controlling the confounding variables, the mean of hemoglobin in the physiologic delivery group was significantly higher than conventional vaginal delivery, 11.93 (1.20) and 11.64 (1.20) respectively (P <0.001), but the Cohen's d value of 0.25 indicated a weak relationship between the mean of hemoglobin level six hours after delivery and the type of delivery. The results also indicated that by controlling the effect of confounding variables, the mean of hematocrit in the physiological group was significantly more than conventional vaginal delivery (36.53 (3.33) and 35.50 (3.33) respectively) (p <0.001) but the Cohen's d value of 0.31 indicates a weak relationship between mean hematocrit 6 hours after delivery and the type of delivery. Conclusions: The results indicated that physiologic delivery did not show a valuable/considerable or the expected effect on improving postpartum maternal hemoglobin and hematocrit levels comparing to conventional delivery.

scholarly journals Implementation of an educational module on nosocomial infection control measures: a randomised hospital-based trial

BMC Nursing â—˝  
2021 â—˝  
Vol 20 (1) â—˝  
Author(s):  
Gamil Ghaleb Alrubaiee â—˝  
Anisah Baharom â—˝  
Ibrahim Faisal â—˝  
Hayati Kadir Shahar â—˝  
Shaffe Mohd Daud â—˝  
...  
Keyword(s):  
Group Intervention â—˝  
Intervention Group â—˝  
Control Measures â—˝  
Hard Copy â—˝  
Post Intervention â—˝  
Educational Module â—˝  
Face To Face â—˝  
Significant Difference â—˝  
Service Training â—˝  
The Mean

Abstract Background Previous cross-sectional studies have reported limited knowledge and practices among nurses regarding controlling nosocomial infections (NIs). Even though health institutions offer many irregular in-service training courses to solve such issues, a three year-nursing educational programme at institutions is not adequate to enable nurses to handle NIs. Therefore, this study aims to evaluate the implementation of an educational module on NIs control measures among Yemeni nurses. Methods A single-blinded randomised hospital-based trial was undertaken involving 540 nurses assigned to two intervention groups and a waitlist group. Intervention group-1 received a face-to-face training course comprising 20 h spread over six weeks and a hard copy of the module, while intervention group-2 only received the hard copy of the module “without training”. In contrast, the waitlist group did not receive anything during the period of collecting data. A self-administered NI control measures-evaluation questionnaire was utilised in collecting the data from the participants; before the intervention, at six weeks and 3 months after the end of the intervention. The period of data collection was between 1st May and 30th October 2016. Results The results from collecting and analysing the data showed a statistically significant difference in the mean knowledge scores between the intervention groups that were detectable immediately post-intervention with a mean difference (MD) of 4.31 (P < 0.001) and 3 months after the end of the intervention (MD = 4.48, P < 0.001) as compared to the waitlist group. Similarly, the results showed a statistically significant difference in the mean practice scores between the intervention groups immediately post-intervention (MD = 2.74, P < 0.001) and 3 months after the intervention (MD = 2.46, P < 0.001) as compared to the waitlist group. Intervention-1 (face-to-face training + module) was more effective than intervention-2 (module only) in improving Yemeni nurses’ knowledge and practices regarding NI control measures compared to the waitlist group. Conclusion The findings of this study found that intervention-1 could be offered to nurses in the form of an in-service training course every six months. The NI course should also be included in nursing curricula, particularly for the three-year-nursing diploma in Yemen. Trial registration Nosocomial infection educational module for nurses ISRCTN19992640, 20/6/2017. The study protocol was retrospectively registered.

scholarly journals The effect of an educational intervention to improve tuberculosis infection control among nurses in Ibadan, south-west Nigeria: a quasi-experimental study

2020 â—˝  
Author(s):  
Patrick Aboh Akande
Keyword(s):  
Experimental Study â—˝  
Infection Control â—˝  
Educational Intervention â—˝  
Comparison Group â—˝  
Intervention Group â—˝  
Health Facilities â—˝  
Continuous Training â—˝  
South West â—˝  
Quasi Experimental â—˝  
The Mean

Abstract Background: Nurses are particularly vulnerable to acquiring tuberculosis (TB) because they are in the frontline of patient care. There is inadequate implementation of cost-effective TB infection control (TBIC) measures in most health facilities. Training has been shown to be effective in improving the knowledge and work practices of nurses. This study sought to utilize a multi-method educational intervention to improve the TBIC-related knowledge and practices of nurses in two secondary health facilities in Ibadan, South-West Nigeria.Methods: This quasi-experimental study involved 200 nurses (100 each in the intervention and comparison groups). Baseline data were collected in May 2014. This was followed by training of the nurses in the intervention group. After 6 months, the second wave of data was collected and the nurses in the comparison group also received the training thereafter. The final wave of data collection took place 12 months after the commencement of the study. The mean scores of the nurses were determined and comparison was made between both groups at different time points using independent t-test.Results: The nurses in both groups were statistically comparable in their socio-demographic characteristics, and baseline mean knowledge (68.6 and 67.7%) and practice scores (79.1 and 80.6%) respectively. After the intervention group received the intervention, there were appreciable improvements in the scores at 6 months (knowledge – 85.9%, practice – 98.5%), which were significantly different from those of the comparison group (knowledge – 69.5%, practice – 78.8%). A large effect size was demonstrated in the improvement in knowledge score in the intervention group at 6 months compared with the other group (Cohen’s d η 2 {\displaystyle \eta ^{2}} = 1.7). Similarly, there were improvements in the scores of the nurses in the comparison group at 12 months after the group had also received the intervention (knowledge – 88.2%, practice – 93.5%). At this point, the mean scores between both groups were no longer significantly different. Conclusions: The improvement in post-intervention scores implies that the educational intervention adopted for this study was effective in improving TBIC among the nurses. It also underscores the importance of continuous training/retraining of nurses and other healthcare workers in improving and sustaining TBIC at health facilities.

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