Testing of midwife neonatal resuscitation skills with a simulator manikin in a low‐risk delivery unit

Abstract

Many midwives had imperfect resuscitation skills. A 1 day course improved such skills. The standard scenario is an objective and useful performance marker in assessing and documenting improvements in competence in delivery room resuscitation.

Midwifery students receiving the newborn at birth: A pilot study of the impact of structured training in neonatal resuscitation

“…Attendance at resuscitation training has been found to improve levels of knowledge, confidence and performance in resuscitation skills (Graham et al, 2006;Jukkala and Henly, 2007;Rovamo et al, 2013;Singh et al, 2006;Van Schaik et al, 2008). Many studies have shown the benefits of training in neonatal resuscitation for improved perinatal outcomes (Draycott et al, 2006;Jukkala and Henly, 2007;Lee et al, 2011;Singh et al, 2006).…”

“…Many studies have shown the benefits of training in neonatal resuscitation for improved perinatal outcomes (Draycott et al, 2006;Jukkala and Henly, 2007;Lee et al, 2011;Singh et al, 2006). Simulation in clinical education imitates the management of real life situations as a method of training and has been shown to be an effective method of teaching within neonatal resuscitation courses (Campbell et al, 2009;Cates, 2011;Halamek et al, 2000;Hamalek, 2008;Rovamo et al, 2013;Sawyer et al, 2011;Yaegar and Arafeh, 2008) and there is growing evidence that simulation in midwifery education should be the standard (Cooper et al, 2011;Lathrop et al, 2007). However, there is little evidence examining the effect of neonatal resuscitation training for midwifery students, either in their confidence or performance at neonatal resuscitation or when routinely receiving the newborn at birth.…”

Effect of a simulation-based workshop on multidisplinary teamwork of newborn emergencies: an intervention study

“…Effective newborn resuscitation requires the integration of several technical skills, such as ventilation and intubation, in addition to non-technical skills such as behavioural/interactive (teamwork) and cognitive skills (knowledge and critical thinking) [ 5 ]. Although mask ventilation, intubation, and cardiac compression can be easily taught and rehearsed separately using high-fidelity newborn mannequins [ 6 , 7 ], teaching co-ordinated teamwork to heterogeneous groups of medical specialists in an intensive emergency setting is a much greater challenge. The Joint Commission on Accreditation of Healthcare Organizations in the United States has recommended that team training should be taught to medical staff members to improve effective communication and cooperation during critical events [ 8 ].…”

Overview as a Educator to Simulation in Pediatric Nursing

“…Çocukların sağlık durumunun korunması ve geliştirilmesinde pediatri alanına uygun bilgi ve beceriye sahip sağlık profesyonellerinin yetiştirilmesi önemlidir. 4 Ülkemizde hemşireler mezun olduktan sonra sağlık bakım hizmetlerinin her alanında çalışabile-ceğinden, öğrencilerin hemşirelik lisans eğitiminde pediatri hemşireliği ile ilgili yeterli donanımı kazanması gerekmektedir. Ancak; ders müfredatının yoğunluğu, uygulama alanlarının sınırlılığı, öğrenci hemşire sayısının fazlalığı, öğretim elemanı sayısı-nın yetersizliği gibi olumsuz durumlar öğrencile-rin lisans eğitimi sırasında edinmesi gereken mesleki bilgi ve beceriyi kazanmalarını sınırlan-dırmaktadır.…”

“…Verilerin toplanmasında literatür doğrultu-sunda araştırmacılar tarafından geliştirilen anket formu kullanılmıştır. [2][3][4][5][6] Anket formunda katılım-cıların demografik özellikleri, simülasyon eğiti-mini kullanma durumları ve eğitime yönelik görüşlerini belirlemeye yönelik 17 soru yer almıştır. Anket formu elektronik ortamda tüm öğ-retim elemanlarına gönderilmiştir.…”