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Laryngeal Mask Airway (LMA) Placement in a Neonatal Patient Simulator Using a Non-Inflatable Supraglottic Airway (SGA)

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Helping Babies Breathe: global neonatal resuscitation program development and formative educational evaluation.

Nalini Singhal¹, Jocelyn Lockyer, Herta Fidler

¹Department of Pediatrics, University of Calgary, Calgary, Alberta, Canada.

|July 19, 2011

Summary

This study developed a neonatal resuscitation training program for resource-limited settings. While participants showed improved knowledge and confidence, mastering ventilation skills required further practice beyond the classroom.

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Published on: August 25, 2014

Area of Science:

Medical Education
Neonatal Care
Global Health

Background:

Neonatal resuscitation is critical in resource-limited settings.
Effective training programs are needed for healthcare providers.
The Helping Babies Breathe program aimed to address this need.

Purpose of the Study:

To develop and evaluate an educational program for neonatal resuscitation in resource-limited areas.
To assess facilitator and learner perceptions of the training.
To examine skill performance and evaluation tools for the Helping Babies Breathe program.

Main Methods:

Program development involved stakeholders and a Delphi panel.
Training was conducted in global field test sites.
Data collected via course evaluations, focus groups, pre/post knowledge tests (MCQ), and skills assessments (bag and mask ventilation, OSCE).

Main Results:

31 facilitators and 102 learners were trained in Kenya and Pakistan.
Participants reported high satisfaction and self-efficacy in neonatal resuscitation.
Significant knowledge and skill gains were observed, but most learners needed more practice for ventilation mastery.

Conclusions:

The neonatal resuscitation program improved participant satisfaction, self-efficacy, knowledge, and skills.
Classroom-based training alone may be insufficient for mastering ventilation skills and case management.
Additional practice, continuous learning, and workplace mentoring are essential for skill integration, leading to program revisions.