Neonatal Resuscitation Program (NRP)

NRP uses a blended learning approach. That means an online testing component plus hands-on, case-based simulation and debriefing. The simulation portion emphasizes leadership, communication and teamwork rather than facts alone, so expect to run scenarios with a team, not just answer questions at a screen.

The program is designed for healthcare professionals who care for newborns at the time of delivery. That typically includes physicians, nurses, respiratory therapists and advanced practice providers who may attend births or respond when a newborn needs assistance. If you never touch a newborn at delivery, the course is likely not aimed at you.

The AAP currently promotes the 9th edition of the NRP textbook, so study from that edition rather than an older copy. Editions differ in emphasis and in how scenarios are structured, and preparing from a superseded text is a common way to lose points on the online assessment.

Timing is not published on the AAP program page, so treat any specific figure you hear as site-specific. Ask your course site how long the online portion and the in-person session run, and how much pre-work is expected before you arrive. Plan for several hours of preparation regardless.

Retake rules are set by the AAP and by your course site, and the program page does not publish them. Ask your instructor or site coordinator before you register about remediation, the number of attempts allowed, and any waiting period. Confirm this in writing so there is no surprise later.

No pass rate is published, but most candidates find the knowledge portion manageable and the integrated skills portion the real test. Teams fail scenarios not because they forget facts but because they skip role assignment, give unclear orders, or fail to reassess after an intervention. Practice the teamwork behaviors deliberately.

Start with team preparation and the initial assessment, then work through airway and breathing, positive pressure ventilation and chest compressions in that order. Build up to medications, vascular access, post-resuscitation care and special situations. Studying medications before you are fluent in ventilation is a frequent and costly sequencing mistake.

Active instructor status is required to schedule and grade Instructor-Led Events. Provider candidates do not need instructor status. If you are being asked to teach or grade, verify your instructor status is current before scheduling anything, because lapsed status blocks those functions.

The recurring ones are poor team communication, hesitating to start positive pressure ventilation, incorrect mask technique or rate, and not reassessing the baby after each intervention. Candidates also lose time hunting for equipment that should have been checked during team preparation. Rehearse the scenario flow, not just the isolated skills.