A Study to Assess the Effectiveness of Self- Instructional Module on Knowledge regarding Resuscitation of Newborn among Nursing officers at selected Hospitals at Sri Ganganagar, Rajasthan

Dipak Patidar¹*, Harsh Sarswat², Kalwant Singh³

¹Nursing Officer, Department of Oncology, RNT Medical College, Udaipur, Rajasthan, India.

²Assistant Professor, Faculty of Nursing, Banasthali Vidyapith Tonk, Tonk, Rajasthan, India.

³Nursing Tutor, FN school of Nursing Hanumangarh Town, Hanumangarh, Rajasthan, India.

*Corresponding Author E-mail: Patidardpk@gmail.com

ABSTRACT:

Background: Neonatal resuscitation is a vital and time-critical intervention that plays a crucial role in safeguarding the lives of newborns who encounter breathing difficulties or face other critical conditions during their early moments of life. This life-saving procedure involves evidence-based techniques such as positive-pressure ventilation, chest compressions, and the judicious administration of medications to stabilize the newborn's vital functions. Essential equipment, including bag-mask devices, endotracheal tubes, and pulse oximeters, form the backbone of effective neonatal resuscitation. Proficiency in these techniques and equipment is of utmost importance for healthcare providers to respond promptly and effectively during neonatal emergencies, thereby significantly impacting the newborn's chances of survival and long-term well-being. Neonatal mortality, defined as the death of a newborn within the first 28 days of life, remains a significant global public health challenge. Despite substantial advances in medial science and healthcare, neonatal mortality rates continue to vary across different regions and countries. High neonatal mortality rates are often linked to the prevalence of neonatal diseases and complications, which demand immediate and effective neonatal resuscitation. Nursing staff, as frontline healthcare providers, play a crucial role in the immediate care and resuscitation of newborns, necessitating the need for comprehensive knowledge and skills in this critical area. Aims and Objective: To assess the pre-test knowledge level of nursing officers regarding new born resuscitation. To evaluate the effectiveness of the self-instructional module, by assessing the post-test knowledge level of nursing officers regarding newborn resuscitation following its implementation. To find out the association between knowledge with their selected demographic variable. Methods: A quantitative approach using pre-experimental one group pre-test-post-test design. A sample size of 60 nursing officers, meeting specific inclusion criteria, was selected by using non probability convenient sampling technique. The self-Instructional module was given to the Nursing officers. Self-structure knowledge questionnaire will prepare and used to assess the knowledge regarding resuscitation of new born. Results: in this study overall the highest percentage in the demographic data including the age group 43.3% (29-34), Professional qualification 55% (B.Sc. Nursing), Working experience 41.7% (1-5 year), Working area 50% (Emergency), previous information on CPR 28.3% (video), Religion 80% (Hindu), In service education 70% (NO). Post-test knowledge mean score (21.18+6.29) was higher than the pre-test knowledge mean score (14.02+6.92). The calculated “T” value (10.106) was greater than the table value (1.98) at 0.05 level of significance. The pre-test and post-test mean % is 30.40% and 63.30% and different is 32.30%. So knowledge is increase after the intervention. This indicates that the self-instructional module is effective in increasing knowledge regarding new born resuscitation. Chi-square test to associate the level of knowledge with a selected demographic variable. Conclusion: The finding of the study revealed that self-instructional module is effective in increasing knowledge regarding new born resuscitation. Recommendations: A study can be carried out to evaluate the efficiency of various teaching strategies like a video assisted teaching, pamphlets, leaflets, and computer-assisted instruction on new born resuscitation.

KEYWORDS: Assess, Effectiveness, Self-Instructional Module, Knowledge, new Born Resuscitation.

INTRODUCTION:

Neonatal mortality is a major indicator of the overall health and healthcare services in a population. Globally, millions of newborns die each year, with most of these deaths occurring in low and middle-income countries. The causes of neonatal mortality are multifactorial and include prematurity, birth asphyxia, infections, congenital anomalies, and complications related to low birth weight. Neonatal diseases and complications significantly contribute to neonatal mortality rates. Birth asphyxia, caused by oxygen deprivation during birth, is a leading cause of neonatal mortality and morbidity. Respiratory distress syndrome, primarily affecting premature infants, presents another significant challenge in neonatal care. Neonatal sepsis, a life-threatening infection, and congenital anomalies also contribute to the burden of neonatal diseases.¹

Neonatal resuscitation is a critical and time-sensitive intervention that aims to support newborns experiencing breathing difficulties or facing life-threatening conditions. This life- saving procedure involves a set of evidence-based techniques, including positive-pressure ventilation, chest compressions, and, in some cases, the administration of medications. Healthcare providers must be proficient in using essential equipment such as bag-mask devices, endotracheal tubes, and pulse oximeters during resuscitation efforts. Positive- pressure ventilation (PPV) is a fundamental technique used to deliver controlled and consistent breaths to non-breathing or inadequately breathing newborns. Using a bag-mask device connected to a source of oxygen, healthcare providers provide vital respiratory support, especially to premature infants or those facing birth asphyxia. Chest compressions are another critical aspect of neonatal resuscitation. This technique is employed when a newborn's heart rate is absent or below a certain threshold. Rhythmic compressions on the infant's chest help maintain blood flow to vital organs, thus supporting circulation during critical moments.²

In specific situations, healthcare providers may need to administer medications, such as epinephrine, to stabilize the newborn's condition. Administering medications can significantly impact the outcome of neonatal resuscitation, making it crucial for healthcare providers to have the necessary knowledge and skills to deliver them safely and effectively. To ensure successful neonatal resuscitation, the availability and proper use of essential equipment are paramount. Bag-mask devices with pressure relief valves, endotracheal tubes for advanced airway management, and pulse oximeters for monitoring oxygen saturation levels are essential tools in the resuscitation process. Other equipment, such as suction devices, warming beds, and cardiac monitors, also play crucial roles in the resuscitation area. Proficiency and training are crucial in managing neonatal emergencies effectively. Given the high-stress nature of neonatal resuscitation, healthcare providers must undergo regular and hands-on training, often through simulation exercises. This training enhances their competence, confidence, and ability to make prompt decisions and work cohesively as a team.³

NEED OF THE STUDY:

Newborn may encounter difficulty before labor, during labor or after birth. Problems encountered during birth are more likely to involve babies' airway and disrupt normal transitions. About 6% of newborns require resuscitation at delivery, the incidence increases significantly if birth weight is <1500g. It is estimated that potentially, 800,000 newborns can be saved each year by simple airway maneuvers. Personnel trained in basic resuscitation should be present at all deliveries and personnel trained in advanced resuscitation should be present at deliveries with known risk factors.⁴

Newborn resuscitation skills are essential for all health care providers who are involved in the delivery of newborn. Every birth the nurse should be prepared to resuscitate a newborn because the need for resuscitation will be necessary for each newborn. Every birth should be attended by at least one person skilled in neonatal resuscitation.⁵

Newborn resuscitation class is important for nurses because it helps the nurses to correctly respond to emergency situations with the needed skills that will ultimately saves lives. Newborn Resuscitation: the golden minute, states that delivering a new life into the world is truly a unique and proud moment. All health care providers need to allocate time for review and improvement in the knowledge, skills and attitudes required to conduct is major resuscitation.⁶

STATEMENT OF THE PROBLEM:

A Study to Assess the Effectiveness of Self-Instructional Module on Knowledge Regarding Resuscitation of Newborn Among Nursing Officers at Selected Hospitals at Sri Ganganagar, Rajasthan.

OBJECTIVE:

· To assess the pre-test knowledge level of nursing officers regarding newborn resuscitation.

· To evaluate the effectiveness of the self-instructional module, by assessing the post-test knowledge level of nursing officers regarding newborn resuscitation following its implementation.

· To find out association between pre-test knowledge scores of nursing officers on newborn resuscitation and selected socio-demographic variables.

HYPOTHESIS:

· H₀: There will be no significant difference between the pre-test and post-test knowledge score regarding resuscitation of newborn among nursing officers at 0.05 level of significance.

· H₁: There will be a significant difference between the pre-test and post-test knowledge score regarding resuscitation of newborn among nursing officers at 0.05 level of significance.

MATERIAL AND METHODS:

Research Approach:

Quantitative pre-experimental approach was used in the present study.

Research Design:

One group Pretest-Posttest research design was adopted.

Research Setting:

The study was conducted in Sri Ganganagar.

Target Population:

The population of the study were Nursing officer in selected hospital at SriGanagnagar.

Sample Size:

Total samples selected comprising of 60 Nursing officer in selected hospital at SriGanagnagar. (N= 60)

Sampling Technique:

Non-Probability convenient sampling technique was used to select the samples.

Criteria for Selection of Sample:

Inclusion Criteria:

· Individuals holding a qualification in general nursing and midwifery or possessing a Bachelor of Science in nursing.

· Those who are available at the time of data collection.

· Those who are willing to participate in the study.

· Nursing officers who are available during the stipulated data collection period.

Exclusion criteria:

· Those who are not cooperative during the time of data collection.

· Nursing officers on extended leave or inactive duty during the data collection period.

Description of The Tool:

Section A: This section is the first section seeking information on the demographic background of nursing officer i.e. age, Professional qualification, working area, working experience, previous information in cpr, religion, in service education. It consists of a total of 7 questions.

Section B: This section is the second part of Self-structured questionnaire which deals with the objective type of items from 1-30 to assess the knowledge of the nursing officer regarding newborn resuscitation.

The Inference was Drawn as Below:

Good: 21-30

Average : 11-20

Poor: 0-10

Content Validity:

The prepared tool along with the objective of the study, self-structured knowledge questionnaire to assess knowledge and blueprint were submitted to experts for content validity. Twenty experts from the field of Nursing. The experts were requested to give their opinion regarding adequacy, relevance and appropriateness of the SIM regarding newborn resuscitation.

Reliability:

The reliability of the tool is computed by using the Split half technique method. The reliability was established by using split-half method and it was found to be r= 0.82 indicate that the tool was statistically significant and thus the tool was reliable.

RESULTS:

Demographic data were analyzed using frequency and percentage. Frequencies, percentage, mean, median, mean percentage and the standard deviation were used to determine the knowledge score. The ‘t’ value was computed to show the effectiveness of self-instructional module and chi-square test was done to determine the association between the pretest knowledge of nursing officer with selected demographic variables.

Finding Related to Demographic Data:

In this study overall the highest percentage in the demographic data including the age group 43.3% (29-34), Professional qualification 55% (B.Sc. Nursing), Working experience 41.7% (1-5 year), Working area 50% (Emergency), previous information on CPR 28.3% (video), Religion 80% (Hindu), In service education 70% (NO).

Finding Related to Pre and Post Knowledge Score:

Table 1. showed that out of 60 pre-test samples poor knowledge is 41.7 %, average 28.3% and Good 30.0%. Post-test poor knowledge is 8.3%, average 28.3% and a good 63.3%.

Table no.3. Comparison of the mean percentage of pre-test and post-test knowledge score.

Type of test	Knowledge regarding new born resuscitation
	Mean	mean percentage
Pre-test	14.02	30.40%
Post-test	21.18	63.30%
Mean percentage difference	7.16	32.90%
N=60

Figure 2. Bar Diagram Showing the Effectiveness of self-Instructional Module Programme on Knowledge Percentage

Finding related to the association between pretest knowledge score with selected demographic variables:

The association between the Pre-test level of Knowledge and socio-demographic Variable. Based on the third objectives used to chi-square test to associate the level of knowledge on newborn resuscitation. There is no any significant association.

CONCLUSION:

The conclusions drawn from the finding of the study are as follows:

The ’t’ test is done to find the effect of self-instructional module. It revealed that there is a highly significant gain of knowledge after the administration of intervention. The ’t’ value is 10.106 and research hypothesis is accepted and the null hypothesis is rejected. The pre-test and post test mean % is 30.40% and 63.30% and different is 32.90%. so knowledge is increase after the intervention. This indicates that the self-instructional module is effective in increasing knowledge regarding newborn resuscitation.

REFERENCES:

1. Wyckoff MH, Wyllie J, Aziz K, de Almeida MF, Fabres J, Fawke J, et al. International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science with Treatment Recommendations. Circulation. 2020; 142(16_suppl_1): S328–S345.

2. Aziz K, Lee HC, Escobedo MB, Hoover AV, Kamath-Rayne BD, Kapadia VS, et al. Part 5: Neonatal Resuscitation: 2020 American Heart Association Guidelines for CPR and ECC. Circulation. 2020; 142(16_suppl_2): S524–S550.

3. Wyllie J, Bruin Enberg J, Roehr CC, Ruddier M, Trevisanuto D, Urlesberger B, et al. European Resuscitation Council Guidelines 2021: Newborn resuscitation and support of transition of infants at birth. Resuscitation. 2021; 161: 313–26.

4. World Health Organization. Standards for improving quality of care for small and sick newborns in health facilities. Geneva (CH): WHO; 2017.

5. American Academy of Pediatrics, American Heart Association. Textbook of Neonatal Resuscitation. 8th ed. Elk Grove Village (IL): AAP; 2021.

6. World Health Organization. Basic Newborn Resuscitation: A Practical Guide. Geneva (CH): WHO; 1997.

7. Carlo WA. The golden minute: Delivery room management of the term newborn. Neo Reviews. 2009; 10(5): e 222–e229.

Received on 12.09.2025 Revised on 10.11.2025

Accepted on 01.01.2026 Published on 30.07.2026

Available online from August 05, 2026

Int. J. Nursing Education and Research. 2026;14(3):227-231.

DOI: 10.52711/2454-2660.2026.00045

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Creative Commons License.

Level of knowledge	Pre test		Post test
Level of knowledge	Frequency	Percentage	Frequency	Percentage
Poor	25	41.7%	05	8.3%
Adequate	17	28.3%	17	28.3%
Good	18	30.0%	38	63.3%

Knowledge Scale	Mean	Mean Different	SD	" t "test	Value	DF
				Calculated “t” Value	Table “t” Value
Pre Test	14.02	7.16	6.92	10.106	1.98	59
Post Test	21.18		6.29