Rapid assessment The previous resuscitation guidelines included five and, later, four rapid assessment questions. The 2011 algorithm asks three questions regarding the status of the infant: “Is the infant of term gestation?”, “Is the infant crying or breathing?” and “Is there good muscle tone?”. Notably, there is no longer a question regarding the presence of meconium-stained amniotic fluid (MSAF) because vigorous term babies born through MSAF may be managed without resuscitative intervention. Nevertheless, intubation and suction below the cords is still recommended in nonvigorous babies born through MSAF. Learners should be made aware of the need to assess the appearance of the amniotic fluid and the condition of the infant so a decision about suctioning can be made. Initial steps, evaluation and positive pressure ventilation Practitioners will need to complete the initial steps (warm, clear the airway as necessary, dry and stimulate), re-evaluate the infant’s condition (heart rate HR and breathing) and begin positive pressure ventilation (PPV), as indicated, within the ‘Golden Minute’ (American Academy of Pediatrics).

  1. 7th Edition Nrp Provider Curriculum
  2. Nrp 6th Edition Provider Manual Pdf

Free Download Nrp Manual 6th Edition PDF or Read Nrp. Manual 6th Edition PDF on. Neonatal Resuscitation Program Provider Course.

A rise in HR remains the most important indicator of PPV effectiveness, and is best determined by auscultating the precordial pulse. The new algorithm reinforces the importance of establishing effective ventilation before providing chest compressions – tools to achieve this include a checklist of corrective actions (see Case 3), and the use of laryngeal mask and endotracheal airways. Resuscitation gases and oximetry Preductal (right upper limb) oxygen saturation should be monitored whenever PPV is required.

Air (21% oxygen) is recommended as the initial gas for all babies, with the exception of very preterm babies in whom supplemental oxygen (between 30% and 90%), guided by pulse oximetry, may be preferable until clinical trials provide firm direction. Regardless of the initial resuscitation gas mixture, pulse oximetry in association with blended air and oxygen should be available to titrate oxygen therapy; this will minimize the risk of hyperoxemia, hypoxemia or fluctuations between both.

A chart with preductal saturation targets in the first 10 min after birth is provided to guide practitioners when titrating supplemental oxygen. Units and practitioners should develop capacity to measure oxygen saturation while providing blended air and oxygen. Self-inflating resuscitation bags, even without a reservoir, can deliver higher concentrations of oxygen than previously suggested. These devices also require blended gases for reliable delivery of intended oxygen concentrations. Chest compressions Babies who experience persistent bradycardia (HR of less than 60 beats/min), despite 30 s of effective ventilation, should receive chest compressions and 100% oxygen.

The recommended chest compression to ventilation ratio in the NRP textbook is 3:1. However, in rare cases of neonates for whom the arrest is known to be of cardiac etiology, a higher compression to ventilation ratio should be considered.

This will facilitate less frequent interruption of chest compressions for the purpose of ventilation and/or assessment. Postresuscitation care It should be noted that central cyanosis is normally present in the first few minutes after birth. Continuous positive airway pressure may be considered, particularly for preterm infants with laboured respirations or persistent cyanosis; however, if their cardiorespiratory status fails to improve, oxygen, PPV and intubation should be considered.

As described in the NRP textbook, postresuscitation care includes temperature control, close monitoring of vital signs (eg, HR, oxygen saturation and blood pressure), awareness of potential complications and provision of the necessary support. It cannot be assumed that a baby who has been successfully resuscitated is healthy and requires only routine care; further stabilization may be necessary as a component of postresuscitation care. For example, the new guidelines provide guidance for the management of newborns considered to be at risk for hypoxic-ischemic encephalopathy. Specific recommendations when signs of moderate to severe hypoxic-ischemic encephalopathy are present within 6 h of age include consideration of therapeutic hypothermia according to an evidence-based protocol, with referral to and follow-up by a regional perinatal centre. Instructor training The skills required to create an effective immersive learning environment, including the use of simulation techniques and debriefing, require both training and practice, and will grow with time and experience.

The new instructor manual is a key resource and will be essential reading before face-to-face instructor training. The goal for Canadian NRP instructors is to develop the necessary skills to facilitate an immersive learning environment over the coming years. Through the Canadian Paediatric Society website, regional workshops and its network of regional NRPs, the Canadian NRP Steering Committee will provide guidance and support to instructors in developing these skills during this period of transition. The transition to new training methods should occur by July 1, 2012. Provider training To maximize the effectiveness of time spent at NRP provider workshops, participants are expected to review the NRP textbook and successfully complete an online evaluation before attending.

NRP provider workshops will have three essential components: performance skills stations, integrated skills stations and simulated scenarios with debriefing. Participants should initially practice skills integral to their roles (eg, equipment checks, initial steps and provision of PPV). Participants should be familiar with equipment recommended in the new guidelines, particularly equipment required for delivery of supplemental oxygen.

7th Edition Nrp Provider Curriculum

Those with airway management responsibilities need to practice skills such as endotracheal tube and laryngeal mask airway placement. An ‘integrated skills station’, similar to the megacode evaluation, will enable participants to practice the sequence of the NRP algorithm.

Note that for all NRP providers, the new algorithm reinforces the need to ensure effective ventilation. Finally, learners should participate in real-time scenarios using simulation and debriefing, which will reinforce cognitive, technical and behavioural skills. A workshop for labour and delivery practitioners may also focus on behavioural aspects including anticipation and planning, resource use, assignment of roles, team communication and situational awareness. Simulation “Simulations are scenarios or environments designed to closely approximate real-world situations”. ILCOR endorses the use of simulation during training, although the most effective techniques have yet to be identified.

As an NRP instructor, you have already used simulation in your workshops during the skills sessions, performance checklists and the megacode evaluation. If you wish to demonstrate the more advanced skills of resuscitation, you may decide to include practitioners who perform these skills in your workshop.

7th edition nrp provider curriculum

This will create more realistic scenarios and approximate the case-room team in ‘real-life’ resuscitations. Skills such as teamwork and communication are best cultivated in a ‘safe’ environment such as a simulated scenario.

Fidelity The term ‘fidelity’ is generally used to refer to the degree of realism of a simulation, but the technical fidelity of the equipment may vary according to the learning objectives for a given scenario, and contribute to this ‘realism’. The essential component of an effective simulation is the ‘suspension of disbelief’, which enables immersive learning – this is achieved by setting a relevant context.

Simulation does not require expensive, highly technological equipment. For your participants, you will require a manikin that can be used to practice PPV and compressions. The use of aids, such as pea soup to mimic meconium, simulated blood, and monitors to provide auditory and visual cues, are all simple ways to enhance the contextual fidelity of a scenario. Scenarios should be conducted with the aim of achieving clear, predetermined learning objectives related to performance of NRP procedures – complex technology or improbable scenarios may detract from this goal.

CASE 3 Within your birthing unit, a term infant with an atypical fetal heart tracing is born apneic and bradycardic. What do you do? Critical steps involve preparation of equipment and personnel for immediate resuscitation. The NRP recommends that at every delivery, at least one person who is responsible for the care of the newborn, capable of initiating resuscitation, and skilled in the provision of PPV and chest compressions must be present. A second person skilled in more advanced resuscitation procedures should be readily available to assist.

7th edition nrp provider curriculum

When the need for resuscitation has been identified, team roles should be assigned to ensure clarification of roles and responsibility. A team leader should also be clearly designated and additional support should be requested if advanced resuscitation is likely. If there is no improvement in HR or respiratory effort, PPV should be provided within the ‘Golden Minute’ (American Academy of Pediatrics). It is important that effective ventilation is achieved before moving further down the resuscitation algorithm. If increasing HR and chest rise are not achieved, ventilation may be improved using the MRSOPA corrective actions (Mask adjustment, Reposition airway, Suction mouth and nose, Open mouth, Pressure increase, Alternative airway). If adequate clinical improvement is not achieved with the initial steps, alternate airway support should be considered including intubation or use of the laryngeal mask airway. The laryngeal mask airway can be effective for ventilating infants delivered at 34 weeks’ gestation or later, and weighing more than 2000 g.

If the HR remains lower than 60 beats/min despite 30 s of adequate ventilation, chest compressions should be delivered using the two-thumb encircling technique. Indications for the use of adrenaline remain unchanged; the intravenous route of administration is preferred, and doses are described in the 2006 Canadian recommendations. CASE 4 The team experienced a complicated resuscitation.

How might they best learn from the event? The 2010 ILCOR guidelines recommended that it is reasonable to use debriefing during learning activities, both in simulated scenarios and in clinical activities. Debriefing allows the team to review preceding events, enabling assessment of cognitive, technical and behavioural skills, and identification of potential system errors. Teams should make debriefing a regular occurrence following all resuscitations so that experiential learning can occur in a constructive manner and the interprofessional team can optimize future performance. How does one debrief? Debriefing, unlike feedback, is a facilitated discussion of previous events, and should occur as soon as feasible after the scenario or event.

As the facilitator, it is imperative not to dominate the discussion. Questions should be open ended, with a limited number of facilitator statements. It is generally recommended, particularly in the case of real-life events, that the debriefing take place away from the location where the scenario occurred to reduce emotional load. A ‘safe’ learning environment should always be maintained and debriefing performed in a constructive rather than a punitive manner. Debriefing should be objective and focus on events as they occur.

The use of video recording may facilitate a thorough and objective debriefing. The role of simulation or ‘drills’ Debriefing real-life events may reveal critical errors or deficits in cognitive, technical or, most often, behavioural skills necessitating further training. As noted above, ILCOR recommends the use of simulation-based training, although optimal methods have yet to be identified.

Simulation or repeated drills may be used for further training outside of the clinical environment, and have been shown to enhance performance. Simulation does not necessitate the use of high-fidelity technical equipment; therefore, all units can incorporate this training. Simulations can occur in the clinical workplace for greater realism, also enabling the identification of important system errors. Simulation-based training should encompass cognitive, technical and behavioural skills training.

The interprofessional team should be involved in such training to provide greater realism and optimize nontechnical skills training.

NRP INSTRUCTOR COURSE July 26, 2018 (INCLUDES the 7th Edition Provider Manual E-Book!) 9 AM to 1 PM at Saving American Hearts, Inc. 6165 Lehman Drive Suite 202 Colorado Springs, Colorado 80918 The online testing required for this course is NOT included in the cost of the course and is an additional $150. The Neonatal Resuscitation Program (NRP) is an educational program of the American Academy of Pediatrics and is jointly sponsored with the American Heart Association (AHA). The course has been designed to teach an evidence-based approach to resuscitation of the newborn to hospital staff who care for newborns at the time of delivery, including physicians, nurses and respiratory therapists. Since the inception of the NRP in 1987, over 3 million individuals in the United States and a countless number of individuals abroad have been trained in NRP. The NRP Provider Course introduces the concepts and basic skills of neonatal resuscitation. It is designed for health care professionals involved in any aspect of neonatal resuscitation, including physicians, nurses, advanced practice nurses, nurse midwi​​ves, licensed midwives, respiratory care practitioners, and other health care professionals who provide direct care during neonatal resuscitation.

Steps to achieving provider status are listed below. Review the Provider LMS How-To Guide to help you get started in the new NRP LMS and enroll in the NRP Provider Curriculum. Provider Cu​rriculum, Part 1 Part 1 focuses on building a foundation of neonatal resuscitation knowledge. The learning activities in Part I include Self-study the Textbook of Neonatal Resuscitation, 7th Ed Provider Exam Section 1: Lessons 1-5 (25 questions) Section 2: Lessons 6-11 (25 questions) You have unlimited attempts to complete Section 1 and 2 of the exam. ESim Cases (Ready to try an ESim practice case and see what it's all about?

Nrp 6th Edition Provider Manual

The Baby Jai practice case will allow you to become familiar with the NRP eSim platform, starting with the equipment checklist and progressing through a clinical scenario. You can access the practice case as many times as you would like.

Enjoy this new innovative experience! Access to all NRP eSim cases is included in the NRP Provider Curriculum, NRP Instructor Candidate bundle, and NRP Instructor Renewal bundle. Please review the technical requirements below to make sure the eSim case will function properly on your device. NRP eSim® is a new online neonatal resuscitation simulation exercise required for achieving NRP Provider status with the 7th Edition.

This new methodology allows learners to integrate the NRP algorithmic steps in a virtual environment. Provider Exam and eSim Evaluation Provider Curriculum, Part 2 Part 2 includes the Instructor-led Event (hands-on portion of the course). Activities include Register for an Instructor-led Event, which includes: Performance and Integrated Skills. Hands on Instructor led NPR Courses are listed on the American Academy of Pediatrics website.

You will need to log in to Healthstream and create a second account, in order to register for the hands on portion of the class. Once you register at you will then be asked if you need to create a Healthstream account, or if you already have one. ​ The Performance Skills Station provides an opportunity to practice or review technical hands-on resuscitation skills with instructor assistance. ​​​The Integrated Skills Station allows the instructor to facilitate more than one scenario and evaluate the learner's readiness for simulation and debriefing.

​Simulation and Debriefing ​​Simulation and debriefing provides a safe setting in which to integrate cognitive and technical skills, and focus on team communication and patient safety. The instructor will not coach, assist, or interrupt during a scenario. ​Complete the Instructor-led Event Evaluation You must register for an NRP 7th edition Instructor-led Event before attending the event. You can either register yourself for events or you can be registered by an instructor or administrator.

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Once you complete all steps, the instructor will approve your skills and you will be required to complete a course evaluation. Be sure to ​complete the evaluation in a timely manner to ensure an accurate expiration date on your provider eCard. You will then have access to your NRP Provider eCard on the Resuscitation Cards page under your Profile.

Nrp 6th Edition Provider Manual Pdf

This training class teaches evidence based resuscitation techniques to improve the outcome of newborn infants in cardiac arrest, respiratory distress or arrest.