Iranian Journal of Pediatrics
Tehran University of Medical Sciences Press
Vol. 16, No. 4, 2006, pp. 467-475
Bioline Code: pe06063
Full paper language: Farsi
Document type: Research Article
Document available free of charge
Iranian Journal of Pediatrics, Vol. 16, No. 4, 2006, pp. 467-475
© Copyright 2006 - TUMS PUBLICATIONS
The role of education methods, on knowledge and skills of neonatal resuscitation in nursing students|
Bijari, B Bahman; Niknafs, P & Alavi, SA
Background: Birth is probably considered as the most highly dangerous event in every one’s life. Although a few percent of newborns may require resuscitation in this stage, wrong methods or failures would lead to death or leave some irreversible complications. That is why it is of great importance to learn the proper methods and become skilful in resuscitation. This study was conducted to compare the effectiveness of conventional and recommended methods of teaching resuscitation to nursery students.
Methods: The research is an interventional–semi experimental study. The samples were 46 nursery students of the third semester who were divided into two groups of 23 according to their place of residence. The resuscitation was taught through the conventional and recommended methods. The conventional method consists of teaching all the theoretical subjects by different instructors and performing the related team work. In recommended method the time specified to theoretical subjects is less, and most of the subjects are somehow included in practical work. A pretest was given in the two groups and after the training a final theoretical and practical test was held through the OSCE methods. The findings were analysed by using the SPSS software and some statistical tests as: Mann Whitney U-test, Independent sample t-test, Pearson correlation, paired t-test.
Findings: The findings of this study show that there is no significant difference between the primary knowledge of the students in the two groups. The post-test scores are higher in both groups and the difference is significant which suggests that training has been efficient in both groups. Comparing the post-test scores (practical and theoretical) shows no significant difference. There is no significant difference between the increase in practical and theoretical scores of both groups either.
Conclusions: considering less time (1/2) and lower costs (1/4) spent on training in the recommended method, there was no change in efficiency.
Training method , Skill , Newborn resuscitation , Education , Nursing students
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