Simulation-based learning combined with debriefing: trainers satisfaction with a new approach to training the trainers to teach neonatal resuscitation
1 Department of Pediatrics, University of Calgary, C4-615, Alberta Children’s Hospital, 2888 Shaganappi Trail N.W., Calgary, Alberta T3B 6A8, Canada
2 Medical Director, Royal Alexandra Hospital NICU, Neonatal Administration Room 5027 DTC, 10240 Kingsway, Edmonton, Alberta T5H 3V9, Canada
3 Division of Neonatal and Developmental Medicine, Department of Pediatrics, Stanford University, Suite 315, 750 Welch Road, Palo Alto, CA 94305, USA
4 Community Health Sciences, University of Calgary, Calgary, Alberta T2N 4N1, Canada
BMC Research Notes 2013, 6:251 doi:10.1186/1756-0500-6-251Published: 4 July 2013
Prompt initiation of appropriate neonatal resuscitation skills is critical for the neonate experiencing difficulty transitioning to extra-uterine life. The use of simulation training is considered to be an indispensable tool to address these challenges. Research has yet to examine the effectiveness of simulation and debriefing for preparation of trainers to train others on the use of simulation and debriefing for neonatal resuscitation. This study determines the degree to which experienced NRP instructors or instructor trainers perceived simulation in combination with debriefing to be effective in preparing them to teach simulation to other health care professionals.
Participants’ perceptions of knowledge, skills, and confidence gained following a neonatal resuscitation workshop (lectures; scenario development and enactment; video recording and playback; and debriefing) were determined using a pre-post test questionnaire design. Questionnaire scores were subjected to factor and reliability analyses as well as pre- and post-test comparisons.
A total of 17 participants completed 2 questionnaires. Principal component extraction of 18 items on the pre-test questionnaire resulted in 5 factors: teamwork, ability to run a simulation, skills for simulation, recognizing cues for simulation and ability to debrief. Both questionnaire scores showed good reliability (α: 0.83 - 0.97) and factorial validity. Pre- and post-test comparisons showed significant improvements in participants’ perceptions of their ability to: conduct (as an instructor) a simulation (p < .05, η2 .47); participate in a simulation (p < .05, η2 .45); recognize cues (p < .05, η2 .35); and debrief (p < .05, η2 .41).
Simulation training increased participants’ perceptions of their knowledge, skills, and confidence to train others in neonatal resuscitation.