Saarland University Medical Center, Hospital for General Pediatrics and Neonatlogy, Homburg, Germany.
Saarland University Medical Center, Institute of Medical Biometry, Epidemiology and Medical Informatics, Homburg, Germany.
Acta Paediatr. 2020 Aug;109(8):1570-1579. doi: 10.1111/apa.15198. Epub 2020 Feb 22.
We sought to improve retention of neonatal resuscitation skills by modifying step 3 through additional functional verbalisation in Peyton's four-step approach (P4S).
Newborn life support (NLS) training was performed in a simulation-based setting. In contrast to the traditional approach, students taught with the modified approach were requested to explain every step of their performance in Peyton's step 3. A total of 123 students were allocated into both experimental groups. Students were then assessed by megacode on day four (initial assessment) and 6 months (follow-up assessment).
Both groups showed similar scorings in the initial, follow-up assessment and in mean change. On initial megacode, time to start with initial inflation and post-resuscitation care was significantly faster in the control group. All showed a significant loss of performance irrespective of modification in step 3 in the follow-up assessment. Only time until start with post-resuscitation care shows a significant group difference in mean change between initial and follow-up with increasing time in the control and decreasing time span in intervention group.
Both methods showed equal levels of knowledge acquisition and long-term decline in NLS performances. Verbalisation in step 3 influenced speed of applied NLS performance.
我们试图通过在佩顿的四步法（P4S）中对第 3 步进行额外的功能口头表达来提高新生儿复苏技能的保留率。
在基于模拟的环境中进行新生儿生命支持（NLS）培训。与传统方法相比，接受改良方法教学的学生被要求在佩顿第 3 步中解释其表现的每一步。共有 123 名学生被分配到两个实验组。然后在第四天（初始评估）和 6 个月（随访评估）对学生进行 megacode 评估。
两组在初始评估、随访评估和平均变化方面的得分相似。在初始 megacode 中，对照组开始初始充气和复苏后护理的时间明显更快。所有组在随访评估中均表现出显著的性能下降，无论第 3 步的修改如何。只有复苏后护理开始时间的平均变化在初始和随访之间存在显著的组间差异，对照组的时间跨度增加，干预组的时间跨度减少。
两种方法均显示出同等的知识获取水平和 NLS 性能的长期下降。第 3 步的口头表达影响了应用 NLS 性能的速度。
