WIP 07 - Impact of a Condensed Essential Newborn Care Training With Virtual Simulation Refreshers for Pediatric Residents in an African Setting

Publication Number: WIP 07.7584

Nahee Park, University of Washington School of Medicine, Seattle, WA, United States; Henna Shaikh, University of Washington School of Medicine, Seattle, WA, United States; Deborah Abimana, university of Rwanda, Kigali, Kigali, Rwanda; Fidel Ruzibuka. Shofel, University of Rwanda, Kigali, Kigali, Rwanda; Christian Umuhoza, University of Rwanda, Kigali, Kigali, Rwanda; Aimable Kanyamuhunga, University of Rwanda, Kigali, Kigali, Rwanda; Rachel Umoren, University of Washington School of Medicine, Seattle, WA, United States; Geralyn Sue. Prullage, Council of International Neonatal Nurses, Alton, IL, United States; Sara Berkelhamer, University of Washington, Seattle, WA, United States; Brandon Hadfield, Rwanda Military Hospital, San Antonio, TX, United States

Background: Neonatal mortality rates, while downtrending in recent years, remain above acceptable levels in Rwanda. The Essential Newborn Care Course (ENCC), an adaptation of Helping Babies Breathe (HBB) to align with World Health Organization guidelines, trains healthcare providers working in resource-limited settings on neonatal resuscitation (NR). However, the prescribed 2-day in-person ENCC poses challenges in busy resource-constrained settings. A condensed ENCC paired with ongoing skill reinforcement via virtual ENC (vENC) mobile simulations could present a more practical approach. It is unknown whether this abbreviated training format can support acquisition and retention of Essential Newborn Care (ENC) knowledge and skills.

Objective: The primary aim is to assess the effectiveness of a condensed 6-hour ENC training for pediatric residents in Rwanda. The secondary aim is to evaluate knowledge and skills at 24 weeks post-training with the use of vENC simulations.

Design/Methods: This study was IRB exempt as educational research. A 6-hour ENCC focused on key NR skills (bag and mask ventilation and MR SOPA). First-year pediatric residents on their first day at the University of Rwanda were taught condensed ENCC (4.5 hours), completed pre/post assessments (1 hour), and were oriented to vENC (30 min). Demographic information was collected. Standardized ENCC pre- and immediate post-training written knowledge and practical skill assessments were given with planned 24-week follow-up assessments. Initial analysis showed improvement in pre- to post-training knowledge (82.4% vs. 95.3%, p< 0.003) and skills (43.0% vs. 87.4%, p< 0.003). The vENC app has built in notification reminders to encourage weekly use during the follow-up period. Statistical analyses will use Stata 17, with paired t-tests to evaluate changes in assessment scores over time and by frequency of vENC use. We anticipate our results will demonstrate that a 6-hour ENCC is feasible and effective, and that 24-week learner retention is augmented by use of vENC.