Effect of repeat refresher courses on neonatal resuscitation skill decay: an experimental comparative study of in-person and video-based simulation training

Advances in Simulation

Research

Julia M. McCaw¹  Sarah E. Gardner Yelton¹  Amelia Arellano-Reyles²  Jill Edwardson³  Sean A. Tackett⁴  Ces Derecho⁵  Fides Ababon⁵  Genevieve D. Tupas⁶  Nicole A. Shilkofski⁷  Rainier M. L. L. Rapal⁸  Arianne N. Gamalinda⁹ 

[1]Department of Anesthesiology and Critical Care Medicine, Johns Hopkins University, Baltimore, MD, USA

[2]Department of Anesthesiology, Makati Medical Center, Makati, Philippines

[3]Department of Gynecology and Obstetrics, Johns Hopkins University, Baltimore, MD, USA

[4]Department of Medicine, Johns Hopkins University, Baltimore, MD, USA

[5]Department of Obstetrics and Gynecology, College of Medicine, Davao Medical School Foundation, Inc., Davao City, Philippines

[6]Department of Pediatrics, College of Medicine, Davao Medical School Foundation Inc., Davao City, Philippines

[7]Department of Pediatrics, Johns Hopkins University, Baltimore, MD, USA

[8]Department of Pediatrics, Southern Philippines Medical Center, Davao City, Philippines

[9]Operation Smile Philippines Foundation, Inc.—Mindanao Cleft Center, Davao City, Philippines

DOI  :  10.1186/s41077-023-00244-5

 received in 2022-08-11, accepted in 2023-02-03,  发布年份 2023

来源: Springer

【 摘 要 】

Neonatal deaths are a major contributor to global under-5-year-old mortality. Training birth attendants can improve perinatal outcomes, but skills may fade over time. In this pilot study, we assessed skill decay of nursing students after remote video versus in-person resuscitation training in a low-resource setting. Filipino nursing students (n = 49) underwent traditional, in-person simulation-based Helping Babies Breathe (HBB) training in Mindanao, Philippines. Participants were then assigned to receive refresher training at 2-month intervals either in-person or via tele-simulation beginning at 2 months, 4 months, or 6 months after initial training. A knowledge examination and practical examination, also known as objective structured clinical examination B in the HBB curriculum, were administered before retraining to assess knowledge and skill retention at time of scheduled follow-up. Time to initiation of bag-mask ventilation (BMV) in seconds during simulated birth asphyxia was the primary outcome. Skill decay was evident at first follow-up, with average time to BMV increasing from 56.9 (range 15–87) s at initial post-training to 83.8 (range 32–128) s at 2 months and 90.2 (range 51–180) s at 4 months. At second follow-up of the 2-month group, students showed improved pre-training time to BMV (average 70.4; range 46–97 s). No statistical difference was observed between in-person and video-trained students in time to BMV. Because of COVID-19 restrictions, the 6-month follow-up was not completed. We conclude that remote video refresher training is a reasonable alternative to traditional in-person HBB training. Our study also suggests that refreshers may be needed more frequently than every 2 months to mitigate skill decay. Additional studies are necessary to assess the longitudinal impact of tele-simulation on clinical outcomes.

【 授权许可】

CC BY   
© The Author(s) 2023

【 图 表 】

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