Pedagogical Framework Versus Traditional Method on Knowledge and Self-Efficacy of Nursing Students Regarding Neonatal Resuscitation: A Randomized Controlled Trial
Keywords:Neonatal resuscitation, Nursing, students, knowledge, self-efficacy.
Background: Since its inception, the Neonatal Resuscitation Program (NRP) has been in quest of
evidence-based strategies that promises the best outcome specifically in developing regions. Hence, the
present study aims to investigate the efficacy of pedagogical framework versus traditional method of
education on knowledge and self-efficacy of nursing students regarding neonatal resuscitation.
Methods: A randomized controlled trial was conducted between November 2020 to March 2021.
The 60 nursing students were randomly assigned to experimental and control groups taught through
traditional method (Learn, Practice), and LSPPDM Pedagogical (Learn, see, practice, prove, do,
maintain) steps respectively. Students were assessed at the baseline and after the intervention using
validated questionnaires. Masking of data assessment was provided by assigning a code to each student.
ClinicalTrials.gov registration number (NCT04748341).
Results: Both knowledge and self-efficacy had been significantly improved (p <0.001) after the
intervention. However, the posttest mean change in knowledge scores was significantly higher (p <0.001)
in the experimental group (13.3±1.30) as compared to the control (9.97±1.22) with an insignificant
difference (p =0.655) in mean self-efficacy level.
Conclusion: Both methods are effective in improving knowledge and self-efficacy. Yet, education
through integrating diverse strategies under the umbrella of LSPPDM pedagogy is a more effective
approach in enhancing knowledge regarding neonatal resuscitation.
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