On-site clinical mentoring as a maternal and new-born care quality improvement method: evidence from a nurse cohort study in Nepal

Table 4 Individual changes in assessment scores from baseline to the end of the mentoring program in Nepal from 2016 to 2018

	Mentees assessed	Score change at the end of the program						Overall test significance^a
		Mentees with a higher score		Mentees with a lower score		Mentees with no change
	No.	n	%	n	%	n	%	P
Knowledge assessment	172	129	75.0	13	7.6	30	17.4	< 0.001
Skills assessments
Completing a normal delivery	166	153	92.2	3	1.8	10	6.0	< 0.001
Managing shock due to post-partum haemorrhage	142	130	91.5	4	2.8	8	5.6	< 0.001
Resuscitating a new-born	164	149	90.8	4	2.4	11	6.7	< 0.001
Managing an eclampsia case	145	131	90.3	7	4.8	7	4.8	< 0.001
Interpreting a partograph	171	150	87.7	7	4.1	14	8.2	< 0.001
Safely referring a woman or a new-born	139	119	85.6	8	5.8	12	8.6	< 0.001
Promoting kangaroo mother care	138	118	85.5	4	2.9	16	11.6	< 0.001
Using sterile gloves	143	36	25.2	1	0.7	106	74.1	< 0.001
Performing condom tamponade	99	66	66.7	7	7.1	26	26.3	< 0.001
Decontaminating used medical equipment	125	56	44.8	3	2.4	66	52.8	< 0.001
Performing manual aspiration^b	43	35	81.4	4	9.3	4	9.3	< 0.001
Performing a vacuum delivery^b	58	46	79.3	2	3.4	10	17.2	< 0.001

Score change was computed for each mentee as the difference between the first and last assessments. A higher score at the end indicated that the mentee improved her knowledge or clinical skill
^aSignificance was assessed using the Wilcoxon matched-pair signed-rank test; P was estimated for two-sided test, testing for both positive and negative increases at the end of the programme. The test showed that none of the loss in performance score was statistically significant
^bFor skilled birth attendants only

ISSN: 1472-6955