Utilizing student nurses for peer to peer training in Neonatal Abstinence Syndrome (NAS) assessments

Jaidyn Fronzaglio, SNUPJ, Lizabeth Kerr, SNUPJ, Alyssa Figueiredo, SNUPJ, Madison Flaugh, SNUPJ, Shayna Lundberg, SNUPJ, Rachael Genesi, SNUPJ, Dr. Jennifer Cacciotti, PhD, MEd, RN, Assistant Professor, University of Pittsburgh @ Johnstown, Johnstown, PA, 15904

Over the past 15 years, infants being born in the United States with opioid addiction has tripled. Treatment is expensive so early identification and intervention of neonatal abstinence syndrome (NAS) is essential.  Nurses can recognize early signs and symptoms of withdrawal in the newborn after receiving NAS training.  This offers an unique opportunity for Pitt-Johnstown faculty to address the health impact of opioid addiction by engaging nursing students through education and training of this epidemic.  Although information is provided about NAS, such as causes of NAS and signs and symptoms, in undergraduate nursing programs, there is limited focus on teaching the skills in assessing newborns for withdrawal symptoms.  And it has been well documented that peer training among nursing students can improve communication skills, self-efficacy, and improved knowledge attainment in both the student trainers and the trainees.  However, currently there is no research that provides evidence based teaching strategies specifically using peer training in NAS assessments among nursing students. Hence, the main purpose of this study is to evaluate if this educational strategy for nursing students through peer to peer training in caring for the NAS infant will provide the same benefits.  Therefore, the junior nursing students (n=34) will be educated on NAS assessments using a NAS DVD (provides instructional NAS assessments and practice assessment exams), return demonstration, and 6 senior nursing student peer trainers  during the semester’s simulation lab.  Scoring will be collected and compared by using the Finnegan NAS Scoring tool. The NAS training manual recommends 90% or higher to achieve optimal interrater-reliability (IRR) between the nursing students and peer trainers.  Additional data will be collected from the junior nursing students completion of a pre/posttest on NAS,  a peer evaluation survey, and during their NICU rotation, scoring a NAS baby with their clinical instructor to compare IRR. 

Additional Abstract Information

Presenters: Jaidyn Fronzaglio, Shayna Lundberg, Lizabeth Kerr, Alyssa Figueiredo, Madison Flaugh, Rachael Genesi

Institution: University of Pittsburgh - Johnstown Campus

Type: Poster

Subject: Education

Status: Approved

Time and Location

Session: Poster 6
Date/Time: Tue 2:00pm-3:00pm
Session Number: 4510