The purpose of this explanatory sequential mixed methods study was threefold.
First, this study compared the effects of two different simulation-based instructional
strategies on athletic trainers’ clinical competence in performing cardiovascular screening
with cardiac auscultations. Second, this study identified the athletic trainers’ perceptions
of learning through simulation-based instructional strategies. Third, this study attempted
to identify and offer instructional recommendations based on the outcomes.
The quantitative phase analyzed cognitive and diagnostic reasoning knowledge
and history-taking and clinical skills specific to cardiovascular screenings with cardiac
auscultations as it was taught to athletic trainers (ATs) at a continuing professional
education (CPE) course. The quantitative results found that high-fidelity and low-fidelity
simulation-based instructional strategies significantly increased cognitive and diagnostic
reasoning knowledge and history-taking and clinical skill from pre-test to post-test assessment on all dependent variables. When comparing the two fidelity types to each
other, the analysis found that the participants in the high-fidelity simulation group gained
significantly more skill when compared to the low-fidelity group.
In the qualitative analysis of this study, three themes emerged specific to the
perceptions of the athletic trainers’ experiences as they learn through simulation-based
instructional strategies. The first theme that emerged was a clear indication that
participants’ exhibited positive perceptions of learning through simulation-based
instructional strategies. The second theme that emerged was that the high-fidelity
simulation experience during the pre-assessment and post-assessment raised an
awareness of the deficit of knowledge and skills in performing a comprehensive
cardiovascular screening with cardiac auscultations. Lastly, the third theme that emerged
was specific to the perceived limitations in the effectiveness of low-fidelity simulation
and the perceived strengths in the effectiveness of high-fidelity simulation.
A few instructional recommendations emerged from this dissertation study.
Simulation-based instructional strategies are an ideal teaching method to utilize during
continuing professional education courses with athletic trainers. Specifically, this study
identified that both, high-fidelity and low-fidelity simulation, are effective in teaching
cardiovascular screening with cardiac auscultations. Additionally, the participants
perceived influences of a pre-test on the identification of their knowledge and skills
deficit suggests that there are benefits of utilizing an authentic simulation pre-test as part
of CPE courses. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection
| Identifer | oai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_33676 |
| Contributors | Frank, Eva M. (author), Weber, Roberta K. (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Curriculum, Culture, and Educational Inquiry |
| Publisher | Florida Atlantic University |
| Source Sets | Florida Atlantic University |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation, Text |
| Format | 252 p., application/pdf |
| Rights | Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder., http://rightsstatements.org/vocab/InC/1.0/ |
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