Annankra Wentiirim B, Mavis Stephanie C, Shany Eilon, Jacob Binil M, Bakari Ashura, Yeboah Rita, Karplus Miki, Carey William A, Golan Agneta
Department of Pediatric and Adolescent Medicine and.
Division of Neonatal Medicine, Mayo Clinic, Rochester, Minnesota.
ATS Sch. 2023 Jan 30;4(1):87-95. doi: 10.34197/ats-scholar.2022-0069IN. eCollection 2023 Mar.
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.
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.
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.
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 ( < 0.001). Learners reported high levels of confidence with bubble CPAP after participating in the curriculum and evaluated the curricular components highly.
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.
呼吸窘迫是撒哈拉以南非洲地区早产婴儿死亡的主要原因。气泡持续气道正压通气（CPAP）正在成为低收入和中等收入国家提供无创呼吸支持的一种潜在安全且具有成本效益的方式。然而，如果没有熟悉并熟练使用该技术的医疗保健提供者，次优的新生儿护理及相关的健康差距可能会持续存在。
我们假设可以为资源匮乏的母婴单元（MBU）的床边医护人员开发并实施基于互联网的气泡CPAP混合课程，并能提高他们在气泡CPAP方面的临床知识、推理能力和学习者信心。
来自以色列、加纳和美国的临床教育工作者使用分析、设计、开发、实施和评估（ADDIE）设计框架为加纳阿散蒂地区库马西的两个MBU创建了一个在线课程。参与者完成了课程前后的知识测试，并就他们的观点完成了调查。
来自MBU的54名跨学科卫生专业人员参加了该课程。参加课程后，知识测试的中位数分数从64%（四分位间距[IQR]=50-72%）提高到81%（IQR=71-89%）（<0.001）。学习者在参加课程后报告对气泡CPAP有很高的信心，并对课程内容给予高度评价。
一个在线课程成功实施，并导致医护人员在气泡CPAP方面的知识发生了变化。这可能是向资源有限国家的医护人员提供教育的一种有效方式，值得进一步研究。
