The role of simulation-based training in neonatal cardiopulmonary resuscitation complicated by meconium aspiration syndrome

Background: The use of simulation-based training is strategic in training medical staff. Aim of the study: The aim of the study was to assess the knowledge and skills of performing neonatal CPR (cardiopulmonary resuscitation) complicated by the presence of meconium in the respiratory tract in two groups of midwives (trained in the traditional tutorial-based model vs simulation-based training) with an interactive neonatal manikin. Material and methods: The knowledge and practical skills assessment was conducted in two groups of midwives. The knowledge of the participants was assessed using both a written test consisting of 25 control questions (5 questions on meconium aspiration syndrome, 20 on neonatal CPR) and practical skills including 12 activities (1-initial, 9-proper, 2-final). The complex “success” indicator was determined based on the effects of patient resuscitation (15 minutes of the scenario), and the reference point for knowledge and skills was to obtain a minimum of 70% correct answers/activities performed, evaluated by three independent experts. Results: In the knowledge test, the respondents scored 17.93 ± 3.11 points out of 25 (71.7%). Practical skills for all respondents were 17.57 ± 2.49 points out of 21 (83.66%), with a tendency to obtain higher points in cleaning of the airways and stimulation of the newborn, and lower for ventilation and the use of an alternative method of intubation. Despite the similar level of practical skills in both groups, only a higher statistical tendency was observed in three out of nine instrumented “proper activities” in the simulation trained midwives. Conclusions: The scenario used by us assessing the knowledge and skills of midwives taught in traditional tutorial-based and simulation-based training, indicates the advantage of acquiring individual competences in a short time using simulation-based training. This increasingly popular scientific model allows the acquisition of “invasive” competencies, but it requires further research.