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

Abstract

Background: Neonatal resuscitation is essential for nursing students, yet knowledge gaps persist. Gagné’s instructional model, a structured learner-centered approach, may enhance understanding and retention, improving neonatal outcomes.

Purpose: To evaluate the effectiveness of Gagné’s instructional approach in enhancing knowledge of neonatal resuscitation among nursing students.

Methods: A non-randomized, quasi-experimental study was conducted with 60 fourth-year nursing students (30 per group). Knowledge was assessed using a 50-item questionnaire (KR-20 = 0.79) at baseline, 14^th, 30^th, and 60^th days post-intervention. The experimental group received Gagné’s Nine Events of Instruction. Data were analyzed using repeated measures ANOVA, t-tests, Bonferroni post-hoc, Chi-Square, and Fisher’s Exact tests (p ≤ 0.05).

Results: Baseline characteristics were comparable except for gender (p = 0.011) and residence (p = 0.024). Pretest knowledge scores were similar (experimental: 16.9 ± 4.97; control: 15.6 ± 4.63; p = 0.311). Both groups had a low level of knowledge. Post-intervention, the experimental group showed significant improvement (38.1 ± 3.85, 36.1 ± 5.70, 34.9 ± 6.07; p < 0.001), with 23% achieving excellent (>80%) and 70% achieving good (60–79%) knowledge in post-test 1. The control group showed no significant change (p = 0.455).

Conclusion: Gagné’s model significantly enhances and sustains neonatal resuscitation knowledge, outperforming traditional methods and supporting improved nursing education and neonatal care outcomes.

Keywords: Neonatal Resuscitation, Knowledge, Gagné’s Instructional Approach, Nursing Students, Structured Teaching, Retention.