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The recommendation by Skinner (2017) that a standardized geriatric patient simulation should be integrated into community health courses was not fully supported by the data and findings. First, in addition to the lack of statistical significance noted by the authors, the effect size was calculated to determine the difference in aging knowledge test scores before and after the simulation and found it was only r = 9.1%, which is low according to Cohen's criteria ( Cohen, 1988 ); therefore, there was not even a trend toward effectiveness in increasing knowledge of aging. Second, in a qualitative component, many of the student participants made positive statements about how much was learned about older adults, but this conflicted with the unimproved knowledge scores. No negative statements were presented. The discrepancy between the quantitative and qualitative findings can be possibly explained by the absence of any methods for assessing the credibility or dependability of the qualitative findings, such as the classic methods of Lincoln and Guba (1985).

Approachability of nursing clinical instructors is largely unknown and misunderstood, yet critical for millennial students which currently comprise 82% of nursing students (National League for Nursing, 2014). Nursing education consists of both a didactic and a clinical component. Clinical education is dynamic and allows the student an experiential learning opportunity. Therefore, clinical nursing educators are vitally important. Approachability has been identified in many studies as a leading characteristic of an effective instructor. Although the importance of approachability of the instructor is established, currently no scale exists to measure this concept. The purpose of this study was to examine the validity and reliability of the newly developed Approachability of Nursing Clinical Instructor (ANCI) scale. Based on the results of this study, the newly developed ANCI scale meets all four aspects of validity (face, content, construct and criterion-related) and reliability is established. The confirmatory analysis indicated a one-factor scale with 56.102 of the variance explained. There are multiple future recommendations for the ANCI scale which include further psychometric testing the new scale, potential theory testing, education and screening of new clinical instructors and expanding the ANCI within nursing and to other disciplines.

Athletic training education has evolved from a model with a strong experiential component and a weak educational curricular component to a standards based framework program. Throughout the development of Athletic Training Education Programs (ATEPs), starting in 1950's through today when the Commission on Accreditation of Athletic Training Education (CAATE) has tightened restrictions and standards for athletic training curriculum. Athletic training education is broken into two components. The first component includes a didactic education or classroom curriculum and the second component involves clinical experience, where hands on experience supplements classroom understanding and allows students to becomes competent with the concepts taught during classroom curriculum. In comparing allied health professions, entry-level athletic trainers perceive approximately 53% of their professional development comes from clinical experiences, while physical therapy clinical experience have been reported to be 23% - 30% of the professional development (Weidner & Henning, 2002). The purpose of the study was to examine if relationships exist between characteristics within ATEPs and athletic training students (ATSs) success on the Board of Certification (BOC) examination. Twenty-four graduates from six selected CAATE accredited NCAA Division I participating Institutions completed a 20 question survey regarding characteristics of clinical experiences within the ATEP as well as other demographic information that may identify relationships between those characteristics and success on the certification examination. BOC EXAMINATION SUCCESS AND CLINICAL EDUCATION Results of this study identified no significant relationships between characteristics within ATEPs, football experience, or student demographics and success on the BOC examination. The number of subjects was limited and, if a larger population were surveyed, results may differ. Although not statistically significant, GPA as a predictor of and first attempt success on the BOC examination approached a significant value. These findings show consistency with previous research. In conclusion, this study did not identify relationships that were significant but relationships that approached a level significance. No significant relationships were identified between ATEP characteristics, football experience, or student demographics and BOC examination success. Although fall football experience is not related to success on the BOC examination results show significant relationship between football experience and students' perception of observational role as well as hands on injury evaluation experience. Students who are placed within Division I football tend to hold roles strictly as observers versus those students who are placed within the high school football settings. Future research in the area of clinical experience and success on the BOC examination should continue. A larger sample size, from a variety of athletic conference's should be included in the survey population. / Ph. D.

Yes / Placement capacity is a challenge in supporting the clinical education of diagnostic radiography students within the UK at a time where growth in the workforce is required if service delivery needs are to be met. COVID-19 has been one of the catalysts in the growth of innovative and simulated clinical placement models. This survey seeks to understand the current picture of clinical education models and the drivers for it. A short online MS Forms survey with mixed question types was distributed to higher education institutions (HEIs) delivering pre-registration diagnostic radiography programmes in the UK and Ireland. Descriptive and thematic analysis of data was undertaken to gain insight into the clinical placement models used. Responses related to 24 programmes from 17 HEIs were collated. Capacity issues, increased student numbers and ability to achieve the learning outcomes were the drivers for the model and arrangement of clinical placements. Clinical practice hours varied widely across programmes as did the proportion of simulation-based education. Respondents felt an increase in the use of placements in modalities and other settings could further increase training capacity. Opportunities to further change the clinical placement model have been identified which may alleviate some pressure points on capacity. Guidance around clinical practice hours may facilitate a sustainable approach to workforce training. Innovative placement models will require assessment strategies that align in order that students demonstrate relevant capabilities in a range of settings and value varied learning opportunities. The collective engagement and innovation of higher education institutions and service providers will be needed to create sustainable quality models of clinical training and assessment to meet diagnostic radiography workforce requirements.

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Background: The Association for Child Life Professionals (ACLP) requires those seeking to become a Certified Child Life Specialist (CCLS) complete a minimum of 480 hours of supervised clinical experience prior to the certification exam. Trainees’ skills are evaluated using the Evaluation Tool for Child Life Interns. This tool consists of 54 skill-based items scored with a 7-point Likert-based rating scale (with a Not Applicable (NA) option) and space for open-ended narrative feedback. Skill based items are within three separate domains: Assessment, Intervention and Professional Responsibility. There are no published research studies available to date on the use or effectiveness of the tool. Purpose: This study seeks to explore the educational impact of the tool using two sources of data: frequency of NA ratings across the three domains and narrative feedback from preceptors in comment sections of the tool. Methods: Using an explanatory sequential mixed methods design, quantitative data (proportion of NA ratings) and qualitative data (preceptors’ comments) from evaluation tools obtained from 45 learners spanning the academic years 2011 – 2016 at McMaster University’s Post Graduate Diploma Program in Child Life. Mean proportion of NAs was evaluated using a 2 (time: internship 1 and internship 2) x 3 (domain: assessment, intervention and professional responsibility) two-way repeated measures analysis of variance ANOVA. Qualitative data was explored using thematic analysis of preceptors’ narrative comments for skill-based items where at least 1 NA rating was selected. Results: Analyses of quantitative data revealed NA ratings to be substantially greater in the professional responsibility domain (22%) relative to both assessment (<1%) and intervention (3%) domains (p-value < 0.001). There was no main effect for time. Qualitative analyses showed that the use of NA was primarily due to the intern not having the opportunity to experience or demonstrate the skill being rated. Four themes emerged from the thematic analysis of narrative feedback (constructive feedback, action plans, clinical examples with patients and families, little to no opportunity for skill development). Conclusion: The Evaluation Tool for Child Life Interns offers quantitative and qualitative feedback to child life learners with benefits and challenges to its use. The subtasks in the assessment and intervention domains represent child life practice across various placement sites. Within the professional responsibility domain, skills being assessed require further review through stakeholder input to ensure they reflect current practice. The narrative feedback provided by preceptors is detailed and constructive. The tool is discouraged for use as a single summative assessment to make decisions of competency and is recommended for formative and summative use as one method of feedback within a program of assessment. / Thesis / Master of Science (MSc)

<p> Growing media attention and a high diagnosis rate of autism places significant demand on the service industry to provide qualified staff to work with individuals who have autism. Discrete trial instruction (DTI) is one of the most sought-after treatment approaches for those individuals. However, there is a gap in research regarding the efficacy of training methods for those who train direct staff to implement DTI. This quantitative study used an applied behavior analysis basis, deriving from foundations of behavior theory, to compare the abbreviated feedback form (AFF) to the lecture test model (LTM) to understand which will improve direct staff's ability to implement DTI more efficiently from baseline. The AFF provided for trainees a list of skills to implement tasks that have multiple steps. The LTM provided trainees a lecture of skills to understand basic applied behavior analysis, autism, and DTI. Four participating staff's baseline and training data were analyzed by comparing their scores to the set criterion from the AFF. The data were analyzed by both the program supervisor and the researcher, with inter-observer agreement reached. Using a single-subject, AB design, data demonstrated that staff who were trained using the AFF had significant improvement from baseline, compared to staff trained using the LTM. Supervisors who use the AFF to more efficiently and rapidly train staff may decrease the time gap between service recommendation and implementation, making needed treatment more readily available and efficacious to children diagnosed with autism. Improvements in staff skill set will likely have a direct correlation on the improvements and long term outcomes for those being treated.</p>

The growing complexities and dramatic changes in the contemporary health care system require nurses to practice successfully with essential professional knowledge and skills required for safe and competent practice. The implication is that nurse educators are confronted with the challenge to redefine effective teaching strategies appropriate to prepare nurses for the complexities of the current practice demands. To this end, student-centered teaching (SCT) has emerged in many undergraduate nursing curricula as a tool to develop essential practice skills in nursing students. A lack of understanding of how nurse educators experience SCT may hinder its success and sustainability. This qualitative study explored the lived experience of clinical nurse educators (CNEs) using SCT in the practice settings. Ten CNEs who self-identified as using SCT volunteered to participate. Data were collected using a semi-structured interview guide and audio recorder. Additional data source included a demographic survey and a reflective journal. Analysis of the CNEs’ perspectives revealed an overarching theme entitled “SCT in a non-student-centered world” with a variety of meanings of SCT from a humanistic point of view. Participants identified individual, staff, and contextual factors including policy issues that hinder successful implementation of SCT in the practice settings. The study also unveiled that a successful paradigm shift to SCT may not be the sole responsibility of the CNEs but a joint endeavor by all stake-holders within the health care delivery system. Findings of this study may be used by nursing and health sciences faculty and administrators to guide policy and program planning that incorporates student-centered clinical education. / October 2016