Effective delivery of neonatal stabilization education using videoconferencing in Manitoba

Loewen, Liz; Seshia, Mmk; Askin, Debbie Fraser; Cronin, Catherine; Roberts, Stephanie

doi:10.1258/135763303771005234

Cited by 19 publications

(17 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The nine comparative studies [12][13][14][15][16][17][18][19][20] further reinforced comparable learning outcomes for face-to-face and telelearning delivery formats. Of note, videoconferencing was the prominent tele-learning method utilised by the majority of the comparative studies.…”

Section: Resultsmentioning

confidence: 98%

“…Of these, four randomised controlled studies [8][9][10][11] and nine comparative studies [12][13][14][15][16][17][18][19][20] were identified as measuring learning outcomes of telelearning versus traditional face-to-face education. The remaining 34 papers were either descriptive observational studies or did not measure tele-learning versus face-to-face education and so were excluded from the review.…”

Section: Resultsmentioning

confidence: 99%

“…Of note, videoconferencing was the prominent tele-learning method utilised by the majority of the comparative studies. Studies involving participants from multidisciplinary neonatal care teams, 13 pharmacology, 15 medicine, 14,16 and nursing 17 all demonstrated that there was little or no difference in learning outcomes when comparing traditional classroom instruction with distance learning via interactive videoconference. While a study on mental health training for workers 19 based in rural centres found significant improvement in knowledge for the videoconference participants, similar learning outcomes were achieved across both groups.…”

Section: Resultsmentioning

confidence: 99%

“…In terms of satisfaction with telelearning versus traditional face-to-face education models, participants routinely reported a high level of acceptability and satisfaction with tele-learning delivery models 11,[13][14][15] but a preference for traditional face-to-face models.…”

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

How does tele-learning compare with other forms of education delivery? A systematic review of tele-learning educational outcomes for health professionals

Tomlinson¹,

Shaw²,

Munro³

et al. 2013

NSW Public Health Bull.

View full text Add to dashboard Cite

Telecommuniciation technologies, including audio and videoconferencing facilities, afford geographically dispersed health professionals the opportunity to connect and collaborate with others. Recognised for enabling tele-consultations and tele-collaborations between teams of health care professionals and their patients, these technologies are also well suited to the delivery of distance learning programs, known as tele-learning. Aim: To determine whether tele-learning delivery methods achieve equivalent learning outcomes when compared with traditional face-to-face education delivery methods. Methods: A systematic literature review was commissioned by the NSW Ministry of Health to identify results relevant to programs applying tele-learning delivery methods in the provision of education to health professionals. Results:The review found few studies that rigorously compared tele-learning with traditional formats. There was some evidence, however, to support the premise that tele-learning models achieve comparable learning outcomes and that participants are generally satisfied with and accepting of this delivery method. Conclusion: The review illustrated that tele-learning technologies not only enable distance learning opportunities, but achieve comparable learning outcomes to traditional face-to-face models. More rigorous evidence is required to strengthen these findings and should be the focus of future tele-learning research.Telecommunications are increasingly being used by the health professions to deliver health care services and to exchange health information across distances. Telehealth, tele-collaborations and tele-consultations are contributing to improvements in the quality, availability and efficiency of health care services to distance locations.1 Telehealth, for example, enables existing forms of interactions between health care providers and recipients to occur at a distance, through the use of telecommunications.2 Similarly, distance learning methods utilising telecommunication technologies are helping to overcome the challenges of engaging in traditional forms of education across distances. Referred to as 'tele-learning', it involves making connections among people and resources, and transferring images and voice data via communication technologies, for learning-related purposes. 3,4 Like telehealth, tele-learning utilises telecommunications to connect participants, helping to alleviate barriers to accessing learning opportunities and enriching distance learning experiences. The relative ease of use and availability of telecommunication technologies means that audioconferencing (teleconferencing) and videoconferencing are well established and frequently used communication mechanisms for staff in the health sector.5 For the purpose of this review, the term 'tele-learning' describes the use of video and/or audio-based technologies for distance learning purposes.Enabling collaborations between geographically distributed health workers makes the use of telecommunications especially relevant to ...

show abstract

Section: Resultsmentioning

confidence: 98%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

How does tele-learning compare with other forms of education delivery? A systematic review of tele-learning educational outcomes for health professionals

Tomlinson¹,

Shaw²,

Munro³

et al. 2013

NSW Public Health Bull.

View full text Add to dashboard Cite

show abstract

“…12 Test scores were compared for the control group, those receiving traditional, in-person S.T.A.B.L.E. Instructor shortages, high staff turnover, and the impact of long winters are additional challenges affecting outreach education.…”

Section: Province Of Manitobamentioning

confidence: 99%

The S.T.A.B.L.E.® Program

Kendall

Scott

Karlsen

2012

Journal of Perinatal &Amp; Neonatal Nursing

View full text Add to dashboard Cite

First released in 1996, the S.T.A.B.L.E.® Program has provided evidence-based education in the postresuscitation and pretransport stabilization care of sick newborns to more than a quarter million multidisciplinary perinatal healthcare team members from around the world. The program, aimed at preventing the leading causes of neonatal mortality, continues to be the subject of published peer-reviewed research and is periodically updated to ensure relevancy and inclusion of current best evidence. S.T.A.B.L.E. is a mnemonic for the 6 essential assessment parameters taught in the program: Sugar and Safe care, Temperature, Airway, Blood pressure, Lab work, and Emotional support. This mnemonic was specifically chosen to serve as a memory tool to remind staff of "what to do" during those infrequent but stressful times when they were expected to assess and stabilize sick newborns. Course completion of the S.T.A.B.L.E. Program is obtained as a result of didactic training and successful completion of content testing. The program's test questions are periodically evaluated and revised on the basis of psychometric analysis. The 6th edition of the S.T.A.B.L.E. Program learner/provider manual is scheduled for release in 2012 and will reflect the latest in stabilization guidelines throughout the program's 6 modules and supplemental content.

show abstract

Tele-education vs classroom training of neonatal resuscitation: a randomized trial

et al. 2010

View full text Add to dashboard Cite

Objective: To compare gain in knowledge and skills of neonatal resuscitation using tele-education instruction vs conventional classroom teaching.Study Design: This randomized controlled trial was conducted in the tele-education facility of a tertiary care center. In-service staff nurses were randomized to receive training by tele-education instruction (TI, n ¼ 26) or classroom teaching (CT, n ¼ 22) method from two neonatology instructors using a standardized teaching module on neonatal resuscitation. Gain in knowledge and skill scores of neonatal resuscitation were measured using objective assessment methods.Result: Age, educational qualification and professional experience of the participants in two groups were comparable. Pre-training mean knowledge scores were higher in TI group (8.3±1.7 vs 6.6±1.4, P ¼ 0.004). However, skill scores were comparable in the two groups (11.7±3 vs 10.3±2.9, P ¼ 0.13). Training resulted in a significant and comparable gain in knowledge scores (4.2 ± 2.2 vs 5.3 ± 1.7; P ¼ 0.06) and skills scores (4.5±3.3 vs 5.0±3.1, P ¼ 0.62) in both the groups. The post-training knowledge scores (TI: 12.5 ± 1.7 vs CT: 12.0 ± 1.7, P ¼ 0.37) and the post-training skill scores (TI: 16.0±0.5 vs CT: 15.6 ± 2.5, P ¼ 0.55) were comparable in the two groups. However, the post-training scores, adjusted for baseline knowledge scores, were statistically higher in the in-person group compared with the telemedicine group (knowledge: 12.46 ± 0.03 vs 12.16 ± 0.01, P ¼ 0.00; skills: 15.6±2.5 vs 16.0±2.8, P ¼ 0.00). The quantum of lower scores in the telemedicine group was only 2% for knowledge and 6% for skills. This difference was felt to be of only marginal importance. Satisfaction scores among trainees and instructors were comparable in the two groups. Conclusion:Tele-education offers a feasible and effective alternative to conventional training in neonatal resuscitation among health-care providers.

show abstract

Effective delivery of neonatal stabilization education using videoconferencing in Manitoba

Cited by 19 publications

References 5 publications

How does tele-learning compare with other forms of education delivery? A systematic review of tele-learning educational outcomes for health professionals

How does tele-learning compare with other forms of education delivery? A systematic review of tele-learning educational outcomes for health professionals

The S.T.A.B.L.E.® Program

Tele-education vs classroom training of neonatal resuscitation: a randomized trial

Contact Info

Product

Resources

About