Effect of educational videos on neonatal cardiopulmonary resuscitation teaching for nursing students

INTERVENTION: This is a randomized, controlled, parallel‐group pilot study with two groups and partial masking of outcome assessors. The study was planned to include approximately 30 undergraduate nursing students enrolled in the penultimate or final year of the nursing program, with 15 participants in the experimental group and 15 in the control group. Participants were allocated using block randomization through the Random.org platform by a third researcher. Of the five assessors responsible for the Objective Structured Clinical Examination, four remained masked to participant group allocation during the assessment, whereas one assessor was not masked because this assessor had participated in the delivery of the educational interventions, although this assessor had not participated in the randomization process. Two days before the in‐person activities, neonatal resuscitation guidelines from the American Heart Association and the Brazilian Society of Pediatrics were made available to participants in both groups. Throughout the study period, participants were instructed not to share information about the interventions between groups. The control group, planned to include 15 participants, completed an in‐person pre‐test and then attended a dialogic lecture on neonatal cardiopulmonary resuscitation lasting approximately 50 minutes, followed by an immediate post‐test. After an interval of approximately three hours, participants completed laboratory‐based practical activities using low‐ and medium‐fidelity simulators, followed by clinical simulation using a high‐fidelity simulator and debriefing, with a total duration of approximately four hours. At the end of these activities, participants completed instruments assessing satisfaction, self‐confidence, and self‐efficacy. The experimental group, planned to include 15 participants, completed an in‐person pre‐test and then watched a video lecture on neonatal cardiopulmonary resuscitation lasting 36 minutes and 7 seconds and a simulated clinical scenario video lasting 12 minutes and 49 seconds, totaling 48 minutes and 56 seconds of audiovisual content, followed by an immediate post‐test. After an interval of approximately three hours, participants completed the same practical activities as the control group, including laboratory‐based practical activities using low‐ and medium‐fidelity simulators, followed by clinical simulation using a high‐fidelity simulator and debriefing, with a total duration of approximately four hours. At the end of these activities, participants completed instruments assessing satisfaction, self‐confidence, and self‐efficacy. The course had a total duration of approximately 10 hours. On the day following the respective educational intervention, participants in each group separately underwent assessment of clinical competencies through an Objective Structured Clinical Examination consisting of five rotating stations. At each station, up to one minute was allocated for transition between stations, one minute for reading the clinical case, si Xminutes for completing the station, and one minute CONDITION: Cardiopulmonary Resuscitation; Infant, Newborn; Clinical Competence; Learning; ; Education, Nursing I02.358.462 PRIMARY OUTCOME: The feasibility of the educational intervention will be assessed based on participant recruitment and attendance, retention throughout the study stages, completeness of the assessment instruments, completion of the activities planned in the protocol, and the logistical and operational feasibility of the practical activities, clinical simulation, and Objective Structured Clinical Examination, considering absolute and relative frequencies and operational aspects observed during study implementation SECONDARY OUTCOME: A competência clínica dos estudantes em ressuscitação cardiopulmonar neonatal foi avaliada por meio do Objective Structured Clinical Examination, realizado no dia seguinte às atividades teóricas e práticas, utilizando checklist previamente validado e posteriormente adaptado para o estudo. Serão analisados os escores de desempenho obtidos nas estações avaliativas Satisfaction with the learning experience was assessed using the Student Satisfaction and Self‐Confidence in Learning Scale, administered after the practical activities and clinical simulation. The scores obtained in the satisfaction dimension will be analyzed Students' perceived self‐efficacy in performing neonatal cardiopulmonary resuscitation was assessed using the Self‐Efficacy Scale in Training, Development, and Education Situations, administered after the practical activities and clinical simulation. The scores obtained will be analyzed The knowledge of neonatal cardiopulmonary resuscitation was assessed using a multiple‐choice questionnaire administered before and immediately after the educational interventions. The scores obtained and their variation between assessment time points will be analyzed. Short‐term knowledge retention was assessed seven days after the intervention using the same questions administered in the previous assessments, presented in a different order INCLUSION CRITERIA: Undergraduate students from the University of São Paulo at Ribeirão Preto College of Nursing enrolled in the penultimate or final year of the Bachelor of Nursing or Bachelor and Teaching Degree in Nursing programs; aged 18 years or older; agreeing to participate in the study by signing the Informed Consent Form