Effect of continuous workshop training of the helping babies breathe program on the retention of midwives' knowledge and skills: A clinical trial study
I tiakina i:
| I whakaputaina i: | Nurse Education in Practice vol. 78 (Jul 2024), p. 104020 |
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| Kaituhi matua: | |
| Ētahi atu kaituhi: | , , |
| I whakaputaina: |
Elsevier Limited
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| Ngā marau: | |
| Urunga tuihono: | Citation/Abstract Full Text Full Text - PDF |
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Kāore He Tūtohu, Me noho koe te mea tuatahi ki te tūtohu i tēnei pūkete!
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MARC
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|---|---|---|---|
| 001 | 3075657566 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 1471-5953 | ||
| 022 | |a 1873-5223 | ||
| 024 | 7 | |a 10.1016/j.nepr.2024.104020 |2 doi | |
| 035 | |a 3075657566 | ||
| 045 | 2 | |b d20240701 |b d20240731 | |
| 084 | |a 170342 |2 nlm | ||
| 100 | 1 | |a Bameri, Ferdows |u Emergency Nursing, Iran Hospital, Iranshahr University of Medical Sciences, Iranshahr, Iran | |
| 245 | 1 | |a Effect of continuous workshop training of the helping babies breathe program on the retention of midwives' knowledge and skills: A clinical trial study | |
| 260 | |b Elsevier Limited |c Jul 2024 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a AimTo investigate the impact of ongoing workshop training of the "Helping Babies Breathe" program on the durability of midwives' knowledge and skills.BackgroundImplementing the Helping Babies Breathe (HBB) program is crucial as a simple protocol for neonatal resuscitation in low-resource healthcare settings to decrease the rate of asphyxia and perinatal mortality by the initial healthcare providers. In addition to training in this program, it is also essential to guarantee the retention of the acquired knowledge and skills.DesignA quasi-experimental clinical trial study with a single-group, pre-test-and-post-test design.MethodsThis study was conducted throughout the year 2022, with a sample size of 61 midwives selected through a census sampling from those working in the delivery and operating rooms of X Hospital in x City. The midwives participated in 3-hour workshops. This study was performed in two stages: intervention and follow-up. The evaluation Instruments included the HBB educational package, which consisted of a questionnaire and 3 Objective Structured Clinical Exams. During the intervention phase, the HBB program training was conducted through a series of workshops held at four different time points over a span of six months. In the follow-up stage, the learners were not provided with any further training. The evaluation was done immediately after the initial training workshop of the HBB program, at the end of the final workshop in the sixth month and at the end of the follow-up period.ResultsThe mean knowledge score of the baseline, at six months and at twelve months after the initial workshop were documented as (17 SD1.2), (17.79 SD 0.4) and (17.73 SD 0.5), respectively. There was a statistically significant difference in the mean knowledge scores between the baseline and the six and twelve months (P<0.05), but no statistically significant difference was observed between six and twelve months (P>0.05).The mean skill scores showed a significant improvement and were maintained after six months compared with the initial assessment (P<0.05); however, there was a significant decrease in skill score twelve months later, in comparison to both the initial assessment and the first six months (P<0.05).ConclusionsHealthcare workers can maintain their knowledge and skills by participating in ongoing training workshops. However, without continuous training, their skills may diminish. Therefore, it is essential to implement training programs that emphasize regular practice and repetition to ensure knowledge and skills retention.Registration numberThe present research was a part of the research work with the ethics ID IR.IRSHUMS.REC.1400.019. | |
| 610 | 4 | |a World Health Organization | |
| 651 | 4 | |a Iran | |
| 653 | |a Intervention | ||
| 653 | |a Ventilators | ||
| 653 | |a Retention | ||
| 653 | |a Infants | ||
| 653 | |a Workshops | ||
| 653 | |a Medical personnel | ||
| 653 | |a Clinical skills | ||
| 653 | |a Clinical research | ||
| 653 | |a Quasi-experimental methods | ||
| 653 | |a Clinical trials | ||
| 653 | |a Respiration | ||
| 653 | |a Virtual reality | ||
| 653 | |a Professional ethics | ||
| 653 | |a Ethics | ||
| 653 | |a Skills | ||
| 653 | |a Health care | ||
| 653 | |a Repetition | ||
| 653 | |a Censuses | ||
| 653 | |a Knowledge | ||
| 653 | |a Midwives | ||
| 653 | |a Perinatal mortality | ||
| 653 | |a Hospitals | ||
| 653 | |a Mortality rates | ||
| 653 | |a Professionals | ||
| 653 | |a Tests | ||
| 653 | |a Resuscitation | ||
| 653 | |a Midwifery | ||
| 653 | |a Babies | ||
| 653 | |a Nursing education | ||
| 653 | |a Operating rooms | ||
| 653 | |a Cardiopulmonary resuscitation--CPR | ||
| 653 | |a Neonatal care | ||
| 653 | |a Research design | ||
| 653 | |a Program implementation | ||
| 653 | |a Health care industry | ||
| 653 | |a Professional training | ||
| 653 | |a Research ethics | ||
| 653 | |a Registration | ||
| 653 | |a Attrition | ||
| 653 | |a Training | ||
| 653 | |a Health services | ||
| 653 | |a Sampling | ||
| 653 | |a Educational programs | ||
| 653 | |a Infant mortality | ||
| 653 | |a Educational Resources | ||
| 653 | |a Control Groups | ||
| 653 | |a Educational Equipment | ||
| 653 | |a Teaching Methods | ||
| 653 | |a Educational Media | ||
| 700 | 1 | |a Ghaderi, Rashideh |u BSC, Midwifery Student MSc Rafsanjan university medical sciences, Rafsanjan, Iran | |
| 700 | 1 | |a Aboubakri, Omid |u Environmental Health Research Center, Research Institute for Health Development, Kurdistan University of Medical Sciences, Sanandaj, Iran | |
| 700 | 1 | |a Heydarikhayat, Nastaran |u Department of Nursing, School of Medicine, Iranshahr University of Medical Sciences, Iranshahr, Iran | |
| 773 | 0 | |t Nurse Education in Practice |g vol. 78 (Jul 2024), p. 104020 | |
| 786 | 0 | |d ProQuest |t Sociology Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3075657566/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3075657566/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3075657566/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |