Course Planning

The NRP 2011 Summary discusses programmatic changes, science updates, and information for instructors related to the 6th edition of NRP.

Principles of Adult Learning and Steps in Planning/Presentation of NRP

Adult learners are experienced—they want to use what they what they know.

Course Preparation

Use the NRP Experience Record to assess participants’ level of familiarity with the material.

Offer a pre-evaluation to instill confidence in the material already mastered and point out areas for study and questions.

Poll instructor course registrants to determine issues specific to geographic areas or institutions.

Preparation of Lessons

Tailor the course to the experience level of the attendees.

Have participants introduce themselves and share their level of experience.

Draw from the experience of attendees to share cases they have encountered.

Performance and Written Evaluation

Tailor the case scenarios to the experience level of the attendees.

When conducting an instructor course, have learners practice the instructor role; ask attendees observing the provider component to comment as well.

Reinforcement, Retention, Competency

Encourage skilled, enthusiastic providers to organize mock codes, resuscitation reviews, or become NRP Instructors.

Discuss means by which newly acquired knowledge can be applied to solve problems.

Adult learners want to understand the new by seeing it as an extension of what they know and the work they are currently doing.

Course Preparation

Learn the work roles and job responsibilities of course registrants.

Preparation of Lessons

Frame information in a scenario. Ask attendees to share cases they have encountered.

Performance and Written Evaluation

Utilize specific resuscitation efforts as examples. Ask colleagues to contribute cases or utilize chart reviews.

Reinforcement, Retention, Competency

Discuss the circumstances surrounding specific resuscitative efforts and how they impacted outcome.

Ask attendees to share institution protocols to appreciate the range of approaches.

Adult learners value themselves as a resource for others.

Course Preparation

Prior to a class, ask several participants to take ownership of a specific lesson. Utilize participants who are comfortable sharing knowledge in such a fashion.

Preparation of Lessons

Use “expert” attendees as resources. Call on them for their input.

Performance and Written Evaluation

Use "expert" attendees as resources. Ask them to help demonstrate skills.

Encourage "role reversal" (eg, nurse and neonatologist).

Reinforcement, Retention, Competency

Encourage attendees to learn by teaching.

Adult learners are aware of the knowledge, skills and strategies they need. They know their limitations.

Course Preparation

When participants are registering for a course, ask them what topics and skills they want emphasized.

Preparation of Lessons

When students introduce themselves, have them share their objectives for attending (eg, what information they want to obtain)

Performance and Written Evaluation

Encourage students to practice the checklists as the performer and the assistant.

Reinforcement, Retention, Competency

End each course with a megacode allowing students to integrate all their knowledge and skills.

Make equipment available for practice on a regular basis.

Adult learners are more concerned about meeting their own standards of achievement in the course than satisfying the expectations of others.

Course Preparation

Select the appropriate course format to meet the needs of learners (eg, self-study/small groups).

For first-time participants give a brief general information session before distributing the textbook.

Describe the course format and the two types of evaluation in which they will participate.

Preparation of Lessons

Participants who are required to attend may have minimal standards. Ask these attendees what would make the course more helpful and useful.

Conduct the course as informally as possible and encourage teamwork among participants.

Performance and Written Evaluation

Adapt scenarios to meet the needs of attendees. For instance, to an audience of emergency room nurses, present a scenario of premature delivery due to maternal abdominal trauma.

Motivate attendees by encouraging them to articulate their standards for personal performance.

Reinforcement, Retention, Competency

Recognize the anxiety of attendees who fear they will not retain information.

Encourage frequent practice.

Arrange for personnel who do not regularly work in labor and delivery to observe deliveries and resuscitations.

Recommend posting the NRP Reference Chart in delivery rooms and on carts for quick reference.

Adult learners have different learning and thinking styles.

Course Preparation

Prepare visual teaching tools to accompany oral review (slides, overheads, demonstrations, videos, CD-ROMs, DVDs).

Consider the use of participatory learning methods such as word scramble, flash cards, Jeopardy-type games, etc.

Preparation of Lessons

Prepare visual teaching tools to accompany oral review (slides, overheads, demonstrations, videos, CD-ROMs, DVDs).

Consider the use of participatory learning methods such as word scramble, flash cards, Jeopardy-type games, etc.

Performance and Written Evaluation

For learners who are very reserved, make available the option to perform skill evaluations or megacodes one-on-one.

Use the various formats of the course to reach students with different learning styles (e g, self-study program, small group meeting, 1- or 2-day course).

Reinforcement, Retention, Competency

Use the participatory learning methods (word scramble, flash cards, Jeopardy-type games) to reinforce information periodically.

Adult learners expect to find interactive experiences in group learning settings.

Course Preparation

Carefully choose the room set up to foster interaction (avoid theater or classroom style). Rearrange the room when necessary or have one room in classroom style for the written evaluation and another in a flexible format for learning and practicing.

Preparation of Lessons

Especially during instructor courses, schedule breaks and mealtimes to promote interaction among attendees.

Performance and Written Evaluation

Encourage role play or role reversal when practicing performance checklists.

Reinforcement, Retention, Competency

Encourage instructor course participants to share institutional protocols and discuss regional differences.

Adult learners need to receive feedback, preferably immediate.

Course Preparation

Schedule enough assisting instructors to make results of the written evaluations available immediately.

Preparation of Lessons

Provide feedback affirming the importance of questions from the participants and draw parallels and connections with other points.

Performance and Written Evaluation

Begin all comments with positive feedback before addressing specific points that need correction. Encourage students to perform peer-evaluation and self-evaluation.

Reinforcement, Retention, Competency

Encourage the use of resuscitation reviews.

Adult learners like to talk about their learning, negotiate changes in teaching methods, and challenge ideas of teachers.

Course Preparation

Consider scheduling the medication written evaluation first to reduce stress. Be sure that all participants are prepared to succeed at the beginning of the course.

Preparation of Lessons

Acknowledge differences in opinion and protocols, but limit confusion by emphasizing the NRP algorithm.

Performance and Written Evaluation

During performance checklists, "sabotage" equipment for participants to determine what is wrong.

Reinforcement, Retention, Competency

Encourage participants to pursue questions or alternative procedures through literature research, quality improvement monitors, or research protocols.