Effectiveness of Gagné’s Nine Events of Instruction on Neonatal Resuscitation Knowledge Among Nursing Students: A Quasi-Experimental Study

Abstract

Background: Newborns face high mortality in the first minutes of life due to insufficient immedi-ate care. Competent neonatal resuscitation is essential, yet nursing students often have knowledge gaps. Structured, evidence-based teaching is crucial. The study aimed to evaluate the effectiveness of Gagné’s instructional approach in enhancing nursing students’ knowledge of neonatal resusci-tation.

Methods: A non-randomized, quasi-experimental study was conducted with 60 fourth-year nurs-ing students (30 per group). Knowledge was assessed using a 50-item questionnaire (KR-20 = 0.79) at baseline, 14th, 30th, and 60th days post-intervention. The experimental group received Gagné’s Nine Events of Instruction. Data were analyzed using Chi-square tests, Fisher’s Exact tests, and two-way mixed ANCOVA, with adjustment for gender (p ≤ 0.05).

Results: Baseline characteristics were similar between groups except for gender and residence. Pretest knowledge was low and comparable. Post-intervention, the experimental group showed significant improvement. Mixed ANCOVA indicated a strong Time × Group effect (p < 0.001) and minimal Time × Gender effect, showing learning gains were independent of gender, and confirm-ing the effectiveness of Gagné’s approach.

Conclusion: Gagné’s Nine Events of Instruction significantly enhances neonatal resuscitation knowledge among nursing students, enhancing their readiness to apply critical concepts. Adop-tion of this instructional approach is encouraged to strengthen knowledge retention and support effective learning.