Simulation-based education on initial neonatal care knowledge among nursing and midwifery students in Tanzania: Quasi experimental study

Q2 Nursing

International Journal of Africa Nursing Sciences Pub Date : 2025-01-01 DOI:10.1016/j.ijans.2025.100847

Rosemary M. Malya , Kristin H. Urstad , Bodil Bø , Michael J. Mahande , Jane Rogathi

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引用次数: 0

Abstract

Background

Simulation-based education is an effective pedagogical method for improving nursing students’ knowledge and quality care. However, traditional methods of auditorium lectures are widely conducted in nursing education institutions in Tanzania. Such pedagogic provides students with theoretical knowledge with limited hands-on exposure for clinical competence, thus, affecting professional integration of students and quality care delivery. Therefore, this study assessed the effectiveness of simulation-based education on initial neonatal care knowledge among nursing students in Tanzania.

Methods

A quasi-experimental with pre-post study design was employed. Ninety students from two nursing schools: forty-five students in urban school (intervention group), and forty-five in a rural school (control group) were purposively selected to participate in the study. The students received two different initial neonatal care scenarios: (1) initial neonatal care to a term normal healthy breathing neonate, (2) Initial neonatal care to neonates with difficulty breathing. The pre-post test data was collected using structured questionnaire between March and June 2023. Data was analysed using descriptive statistics, independent t-test, and multiple linear model.

Results

The interventional group students showed a significant higher knowledge mean score on initial neonatal care aβC = 7.6(6.8–8.4), p- <0.001. The effect size of the intervention was statistically significant aDiD 3.0(1.8–4.1), p- value 0.001.

Conclusion

Simulation-based education improved students’ knowledge in the interventional group compared to traditional lectures. This approach could enhance learning outcomes in Tanzania’s nursing education programs, addressing challenges related to the shortage of skilled healthcare providers and quality neonatal care.

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坦桑尼亚护理和助产学学生初级新生儿护理知识模拟教育：准实验研究

背景：模拟教学是提高护生知识水平和护理质量的有效教学手段。然而，在坦桑尼亚的护理教育机构中，礼堂讲座的传统方法被广泛采用。这样的教学方式为学生提供了理论知识，但实际操作的临床能力有限，从而影响了学生的专业整合和高质量的护理服务。因此，本研究评估了基于模拟的教育对坦桑尼亚护生新生儿初始护理知识的有效性。方法采用准实验、前后研究设计。选取两所护理学校的学生90名，城市学校45名（干预组），农村学校45名（对照组）参与研究。这些学生接受了两种不同的新生儿初始护理方案：(1)对足月呼吸正常健康的新生儿进行新生儿初始护理；(2)对呼吸困难的新生儿进行新生儿初始护理。在2023年3月至6月期间，采用结构化问卷收集前后测试数据。数据分析采用描述性统计、独立t检验和多元线性模型。结果干预组学生在新生儿初始护理知识平均得分aβ = 7.6(6.8 ~ 8.4), p- <0.001。干预的效应值为3.0(1.8-4.1)，p值为0.001，有统计学意义。结论与传统讲座相比，模拟教学提高了干预组学生的知识水平。这种方法可以提高坦桑尼亚护理教育方案的学习成果，解决与缺乏熟练医疗保健提供者和高质量新生儿护理有关的挑战。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Africa Nursing Sciences Nursing-Nursing (all)

CiteScore

2.40

自引率

0.00%

发文量

114

审稿时长

21 weeks

期刊介绍： International Journal of Africa Nursing Sciences (IJANS) is an international scientific journal published by Elsevier. The broad-based journal was founded on two key tenets, i.e. to publish the most exciting research with respect to the subjects of Nursing and Midwifery in Africa, and secondly, to advance the international understanding and development of nursing and midwifery in Africa, both as a profession and as an academic discipline. The fully refereed journal provides a forum for all aspects of nursing and midwifery sciences, especially new trends and advances. The journal call for original research papers, systematic and scholarly review articles, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing as related to nursing and midwifery in Africa, technical reports, and short communications, and which will meet the journal''s high academic and ethical standards. Manuscripts of nursing practice, education, management, and research are encouraged. The journal values critical scholarly debate on issues that have strategic significance for educators, practitioners, leaders and policy-makers of nursing and midwifery in Africa. The journal publishes the highest quality scholarly contributions reflecting the diversity of nursing, and is also inviting international scholars who are engaged with nursing and midwifery in Africa to contribute to the journal. We will only publish work that demonstrates the use of rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of nursing and midwifery as it relates to the Africa context.