Paliatsiou Styliani, Xanthos Theodoros, Wyllie Jonathan, Volaki Paraskevi, Sokou Rozeta, Bikouli Danai, Iliodromiti Zoi, Boutsikou Theodora, Iacovidou Nicoletta
2(nd) Department of Obstetrics and Gynecology, Aretaieio Hospital, National and Kapodistrian University of Athens, Greece.
Department of Medicine, School of Medicine, European University of Cyprus, Cyprus.
Am J Emerg Med. 2021 Nov;49:83-88. doi: 10.1016/j.ajem.2021.05.048. Epub 2021 May 20.
The European Resuscitation Council Newborn Life Support Course (ERC- NLS) aims at training healthcare professionals, involved in perinatal care, in order to intervene efficiently and promptly to assist transition or resuscitate neonates who require help at birth. However, limited data exists for the retention of the theoretical knowledge and practical skills provided by the course. This study aims to evaluate the degree of knowledge and skill retention 3 and 6 months after the ERC-NLS provider course.
This is a prospective study. Theoretical knowledge was evaluated using the ERC-approved NLS written test (50 True/False questions). Evaluation of technical skills included performance, on an Advanced Life Support neonatal maniquin (LAERDAL), of airway management, ventilation and support of circulation (21 detailed skills). The effect of certain factors on theoretical skill retention was also evaluated.
One hundred and sixteen (n = 116) participants were initially recruited in the study (12 males and 104 females). Theoretical knowledge was evaluated in 113 participants (3 participants missed follow-up appointments) and technical skills in 80 participants. The mean score for theoretical knowledge was 86.24% ± 5.3, 80.88% ± 7.43 and 80.04% ± 7.04 at baseline, at 3 and 6 months, respectively. This difference was significant among the three time points (baseline vs 3 months: p < 0.001; baseline vs 6 months: p < 0.001; 3 month's vs 6 months: p = 0.034). Although gender did not have an effect, doctors and participants of higher education yielded higher score of success. Regarding technical skills, 9 skills showed a continuous decline of performance from baseline to 6 months, while no difference existed for 12 skills.
Healthcare professionals after the NLS provider course retain satisfactory levels of theoretical knowledge and technical skills even at 6 months post-training, although, there is a decline compared to baseline. Further research is needed in order to establish the proper time and type of refreshment course in order to improve outcomes.
欧洲复苏委员会新生儿生命支持课程（ERC-NLS）旨在培训参与围产期护理的医护人员，以便他们能够高效、及时地进行干预，协助出生时需要帮助的新生儿过渡或复苏。然而，关于该课程所传授的理论知识和实践技能的保留情况，现有数据有限。本研究旨在评估ERC-NLS提供者课程结束3个月和6个月后知识和技能的保留程度。
这是一项前瞻性研究。理论知识通过ERC认可的NLS笔试（50道是非题）进行评估。技术技能评估包括在高级生命支持新生儿模型（LAERDAL）上进行气道管理、通气和循环支持（21项详细技能）的操作表现。还评估了某些因素对理论技能保留的影响。
最初有116名参与者纳入研究（12名男性和104名女性）。113名参与者接受了理论知识评估（3名参与者错过随访预约），80名参与者接受了技术技能评估。理论知识的平均得分在基线时为86.24%±5.3，3个月时为80.88%±7.43，6个月时为80.04%±7.04。这三个时间点之间的差异具有统计学意义（基线与3个月：p<0.001；基线与6个月：p<0.001；3个月与6个月：p = 0.034）。虽然性别没有影响，但医生和受过高等教育的参与者成功率得分更高。关于技术技能，9项技能从基线到6个月表现持续下降，而12项技能没有差异。
参加NLS提供者课程后的医护人员即使在培训后6个月仍保持了令人满意的理论知识和技术技能水平，尽管与基线相比有所下降。需要进一步研究以确定复习课程的合适时间和类型，以改善结果。
