Newborn Life Support Course: Does it make me more confident when resuscitating a newborn?

Abstract Objective To describe the effectiveness of the Neonatal Life Support (NLS) course in terms of attendees’ knowledge, perceived self-efficacy, and clinical applicability. Methods We conducted an electronic survey of NLS course attendees (NLS+ group). The survey had six themes: i) demographic characteristics; ii) NLS clinical applicability; iii) attendee’s perceived proficiency at neonatal resuscitation; iv) attendee’s perceived experience of fluency, security, and quality of care during neonatal resuscitation; v) knowledge (multiple-choice questions); and vi) perceived personal and professional impact of the NLS course. A control group (NLS−) was recruited via our regional perinatal network. The survey data were analysed anonymously. Multiple linear regression analysis examined the following: NLS course, job tenure, maternity level, and profession. Results The survey completion rate was 62% (200/323) for the NLS+ group. Among participants, 84% had participated in neonatal resuscitation since their course. The scores for positive perceived experience for neonatal resuscitation (fluency, security, and quality of care delivered) were higher in the NLS+ group than the NLS− group ( p < 0.006). After adjustment, the independent factors associated with a higher positive perceived experience were the NLS course, work in tertiary level maternity ward, and job tenure > 5 years. The multiple-choice questions score (n = 10) was 8.2 ± 1.3 (NLS+) vs . 6.7 ± 1.5 (NLS−) ( p < 0.0001). NLS course, medical degree, and work in a tertiary level maternity ward were independently associated with higher knowledge scores. Conclusion The NLS course was associated with better knowledge of, and a positive perceived experience regarding, neonatal resuscitation.