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Impact of an Online Program of Bubble Continuous Positive Airway Pressure Education in a Resource-Constrained Setting
Wentiirim B Annankra1, Stephanie C Mavis2, Eilon Shany3,4
1Department of Pediatric and Adolescent Medicine and.
Insights
An online curriculum significantly improved healthcare worker knowledge and confidence in using bubble continuous positive airway pressure (CPAP) for preterm infants in Ghana. This accessible education model can reduce neonatal disparities in low-resource settings.
Area of Science:
- Neonatal medicine
- Medical education technology
- Global health equity
Background:
- Respiratory distress is a major cause of preterm infant mortality in sub-Saharan Africa.
- Bubble continuous positive airway pressure (CPAP) offers a safe, cost-effective noninvasive respiratory support method for low-income countries.
- A lack of skilled healthcare providers limits the effective use of bubble CPAP, perpetuating health disparities.
Purpose of the Study:
- To develop and implement an Internet-based, blended curriculum on bubble CPAP for bedside providers in resource-limited mother-baby units (MBUs).
- To assess the curriculum's impact on clinical knowledge, reasoning, and confidence in using bubble CPAP.
Main Methods:
- Clinical educators utilized the ADDIE design framework to create an online curriculum.
- The curriculum was implemented in two MBUs in Kumasi, Ghana.
- Participants completed pre- and post-curriculum knowledge tests and surveys.
Main Results:
- Fifty-four interdisciplinary health professionals participated.
- Median knowledge scores improved significantly from 64% to 81% (P < 0.001).
- Learners reported increased confidence and highly rated the curriculum.
Conclusions:
- An online curriculum effectively improved healthcare worker knowledge of bubble CPAP.
- This educational approach shows promise for training healthcare professionals in resource-constrained settings.
- Further research is warranted to validate this model for improving neonatal care globally.
Background:
Respiratory distress is a leading cause of preterm infant mortality in sub-Saharan Africa. Bubble continuous positive airway pressure (CPAP) is emerging as a potentially safe, cost-effective way of delivering noninvasive respiratory support in low-income and middle-income countries. However, without healthcare providers who are knowledgeable and skilled in the use of this technology, suboptimal neonatal care and related health disparities are likely to persist.
Objective:
We hypothesized that an Internet-based, blended curriculum on bubble CPAP for bedside providers in low-resource mother-baby units (MBUs) could be developed and implemented and lead to improvements in clinical knowledge, reasoning, and learner confidence in bubble CPAP.
Methods:
Clinical educators from Israel, Ghana, and the United States used the analysis, design, development, implementation, and evaluation (ADDIE) design framework to create an online curriculum for two MBUs in Kumasi, in the Ashanti Region of Ghana. Participants completed pre and post curriculum knowledge tests and completed surveys on their perspectives.
Results:
Fifty-four interdisciplinary health professionals from the MBUs participated in the curriculum. Median knowledge test scores improved from 64% (interquartile range [IQR] = 50-72%) to 81% (IQR = 71-89%) after participation in the curriculum (P < 0.001). Learners reported high levels of confidence with bubble CPAP after participating in the curriculum and evaluated the curricular components highly.
Conclusion:
An online curriculum was successfully implemented and led to changes in healthcare worker knowledge in bubble CPAP. This may be an effective way to deliver education to healthcare professionals in resource-constrained countries and warrants further study.
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