Effectiveness of Video-Assisted versus Traditional Demonstration Teaching Program on Nurses' Performance regarding Neonatal Cardiopulmonary Resuscitation

Ahmed, Shimaa Ramadan; El Mahdy, Heba Saied; Elagamy, Mona Abd Elhaleem Ebraheem

doi:10.21608/ejnsr.2025.407053.1461

Effectiveness of Video-Assisted versus Traditional Demonstration Teaching Program on Nurses' Performance regarding Neonatal Cardiopulmonary Resuscitation

Document Type : Original Article

Authors

¹ Fellow (Lecturer) of pediatric nursing, Pediatrics department, Tanta University Hospitals, Tanta University

² Professor of Pediatrics, Faculty of Medicine, Tanta University, Egypt

³ Assistant Prof. of Maternal and Neonatal Health Nursing, Faculty of Nursing, Tanta University, Egypt

10.21608/ejnsr.2025.407053.1461

Abstract

Background: Cardiopulmonary resuscitation is vital procedure to save the lives of newborns in emergency. Videoassisted teaching is crucial for nurses to master neonatal resuscitation skills. Aim of the study was to evaluate the
effectiveness of video-assisted versus traditional demonstration teaching program on nurses' performance regarding
cardiopulmonary neonatal resuscitation. Design: A quasi-experimental research design was applied. Setting: The study
was done at Neonatal Intensive Care Unit of Tanta Main University Hospitals Subjects: A purposive sampling of 50
nurses from the setting described above. They were divided into 2 equal groups; group (1) received traditional
demonstration method and group (2) received video- assisted teaching method. Tools of data collection: Two tools were
utilized Tool I: Nurses' self-administered questionnaire sheet regarding cardiopulmonary neonatal resuscitation Tool II:
Nurses' observational checklist about cardiopulmonary neonatal resuscitation. Results: Statistically significant
differences were observed among nurses of control group and among nurses of study group concerning total score of
knowledge and practice before and immediately after teaching intervention. Also, statistically significant differences were
found concerning the level of total knowledge scores and total practice scores between nurses of both groups immediately post teaching program. Conclusion: Both nurses in the two groups demonstrated improved levels of knowledge and practice immediately post-program compared to pre-program. However, group (2) exhibited significantly greater progress than group (1), reflecting the high positive effect of the video-assisted teaching method. Recommendations: Encourage using of video-assisted teaching method for nurses working at neonatal intensive care unit to improve their performance and achieve better teaching outcomes.

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