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Simulation For A Continuing Professi...

Frank, Eva M.

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Simulation For A Continuing Professional Education Course: Examining The Learning Gains And Perceptions Of Athletic Trainers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Simulation For A Continuing Professional Education Course: Examining The Learning Gains And Perceptions Of Athletic Trainers./
作者:	Frank, Eva M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	253 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
Contained By:	Dissertation Abstracts International78-05A(E).
標題:	Continuing education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10300324
ISBN:	9781369423631

Simulation For A Continuing Professional Education Course: Examining The Learning Gains And Perceptions Of Athletic Trainers.
Frank, Eva M.

Simulation For A Continuing Professional Education Course: Examining The Learning Gains And Perceptions Of Athletic Trainers. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 253 p.

Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.

Thesis (Ph.D.)--Florida Atlantic University, 2016.

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.

ISBN: 9781369423631Subjects--Topical Terms:

527504
Continuing education.

Simulation For A Continuing Professional Education Course: Examining The Learning Gains And Perceptions Of Athletic Trainers.
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500 $a Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
500 $a Adviser: Roberta K. Weber.
502 $a Thesis (Ph.D.)--Florida Atlantic University, 2016.
520 $a 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.
520 $a 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.
520 $a 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.
520 $a 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.
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