Background: The educational efficacy is inclined by the instructional design including but not limited to skill learning, deliberate practice, mentoring, feedback, evaluation, and other advanced educational approaches. Consequently, enhancing instructional design in different innovative approaches can improve educational outcomes. Hence, the present study aims to investigate the efficacy of diverse strategies on the knowledge and skill of nursing students regarding neonatal resuscitation.
Objective: Compare the difference in knowledge and skill among undergraduate nursing students learning neonatal resuscitation through diverse educational strategies as compared to control.
Methods: A quasi-experimental study was conducted between November 2020 to April 2021. The 60 nursing students of 1st and 2nd professional were conveniently assigned to the intervention and control group. The intervention group taught through diverse educational methods including didactic lecture, video, simulation, and self-directed practice sessions on neonatal resuscitation. The control group follows the routine education method on neonatal resuscitation. The participants were assessed two times before and after the intervention through validated tools on knowledge and skill.
Results: Chi-square test was used to determine the association of knowledge and skills with groups. Results indicated that in the posttest only 1 (3.3%) participant in the control group had good knowledge and skills level while in the intervention group, 22 (73.7%) participants had good knowledge and skills levels. This difference was statistically significant (p <0.001).
Conclusion: The study results support the efficacy of diverse educational methods in learning of neonatal resuscitation among nursing students. Future, multicentered controlled trials should be needed for estimating the real efficacy of diverse educational methods in neonatal resuscitation.
Keywords: Neonatal resuscitation, Education, Nursing, Students, Knowledge, Self-efficacy, Skill
