| 000 | 02521nam a22003257a 4500 | ||
|---|---|---|---|
| 003 | OSt | ||
| 005 | 20240305193740.0 | ||
| 008 | 221129b |||||||| |||| 00| 0 eng d | ||
| 022 | _a Online ISSN 1098-4275 | ||
| 022 | _aPrint ISSN 0031-4005 | ||
| 028 | _b Phone: +255 28 298 3384 | ||
| 028 | _b Fax: +255 28 298 3386 | ||
| 028 | _b Email: vc@bugando.ac.tz | ||
| 028 | _b Website: www.bugando.ac.tz | ||
| 040 |
_bEnglish _cDLC |
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| 100 |
_aNalini Singhal _946232 |
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| 222 | _aknowledge acquisition, newborn resuscitation, resuscitation, quality improvement, feedback | ||
| 245 | _aDevelopment and impact of helping babies breathe educational methodology | ||
| 260 |
_aMwanza, Tanzania: _bAmerican Academy of Pediatrics & _b Catholic University of Health and Allied Sciences [CUHAS – Bugando] _c2020/10 |
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| 300 | _aPages S123-S133 | ||
| 490 | _v Pediatrics Volume 146 Issue Supplement_2 | ||
| 520 | _aThe educational pedagogy surrounding Helping Babies Breathe (HBB) has been transformative in going beyond a curriculum focused only on basic neonatal resuscitation; indeed, it created the framework for an educational program that has served as a model for replication for other impactful programs, such as the Helping Mothers Survive and other Helping Babies Survive curricula. The tenets of HBB include incorporation of innovative learning strategies such as small group discussion, skills-based learning, simulation and debriefing, and peer-to-peer learning, all of which begin the hard work of changing behaviors that may eventually affect health care systems. Allowing for adaptation for local resources and culture, HBB has catalyzed innovation in the development of simplified, pictorial educational materials, in addition to low-tech yet realistic simulators and adjunct devices that have played an important role in empowering health care professionals in their care of newborns, thereby improving outcomes. In this review, we describe the development of HBB as an educational program, the importance of field testing and input from multiple stakeholders including frontline workers, the strategies behind the components of educational materials, and the impact of its pedagogy on learning. | ||
| 700 |
_aBeena D Kamath-Rayne _946233 |
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| 700 |
_aData Santorino _946234 |
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| 700 |
_a Dismas Matovelo _922780 |
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| 700 |
_aRenate Savich _946235 |
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| 700 |
_a Douglas D McMillan _946236 |
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| 856 | _u https://doi.org/10.1542/peds.2020-016915E | ||
| 942 |
_2ddc _cVM |
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| 999 |
_c19793 _d19793 |
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