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Wolford GW, Wash EJ, McMillon AR, LaCroix AN. How does training format and clinical education model impact fidelity and confidence in a speech-language pathology rotation? ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2024; 29:725-751. [PMID: 37624533 DOI: 10.1007/s10459-023-10276-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2022] [Accepted: 08/06/2023] [Indexed: 08/26/2023]
Abstract
Clinical education rotations typically involve an initial training phase followed by supervised clinical practice. However, little research has explored the separate contributions of each component to the development of student confidence and treatment fidelity. The dual purpose of this study was to compare the impact of clinical training format (synchronous vs. asynchronous) and education model (traditional vs. collaborative) on student confidence and treatment fidelity. Thirty-six speech-language pathology graduate students completed this two-phase study during a one-term clinical rotation. Phase 1 investigated the impact of training condition (synchronous, asynchronous guided, asynchronous unguided) on student confidence and treatment fidelity. Phase 2 explored the impact of education model (traditional vs. collaborative) on student confidence and treatment fidelity. Treatment fidelity was measured at the conclusion of Phases 1 and 2. Students rated their confidence at six-time points throughout the study. Our results indicate that training condition did not differentially impact student confidence or treatment fidelity; however, education model did: students in the collaborative education model reported increased confidence compared to students in the traditional education model. Students in the collaborative education model also trended towards having higher treatment fidelity than students in the traditional education model. These results demonstrate that pre-clinical trainings can be effective in several different formats provided they cover the discrete skills needed for the clinical rotation. While preliminary, our results further suggest that students may benefit from working with peers during their clinical rotations.
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Affiliation(s)
- George W Wolford
- Department of Rehabilitation Sciences, Beaver College of Health Sciences, Appalachian State University, 1179 State Farm Rd, Boone, NC, 28607, USA.
- College of Health Sciences, Midwestern University, Downers Grove, USA.
| | - Ethan J Wash
- College of Health Sciences, Midwestern University, Downers Grove, USA
| | - Ashley R McMillon
- College of Health Sciences, Midwestern University, Downers Grove, USA
| | - Arianna N LaCroix
- Department of Speech, Language, and Hearing Sciences, College of Health and Human Sciences, Purdue University, West Lafayette, USA
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Engels B, Kloek CJJ, Sol ME, Bolster EAM, Kotte EMW, Wittink H, Engelbert RHH, Gorter JW, Bloemen MAT. Exploring needs and requirements for a prototype device measuring physical activity in pediatric physical therapy: A qualitative study. PLoS One 2024; 19:e0305968. [PMID: 38917177 PMCID: PMC11198827 DOI: 10.1371/journal.pone.0305968] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2024] [Accepted: 06/08/2024] [Indexed: 06/27/2024] Open
Abstract
AIMS To analyze needs and requirements of Pediatric Physical Therapists (PPTs), parents, children and adolescents with and without developmental disabilities in the future use of an activity monitor prototype (AM-p) in everyday clinical practice. METHODS Qualitative exploratory study with a thematic analysis approach, based on Braun and Clarke's six steps. Codes derived from the analysis and central themes were collated, based on Fleuren et al.'s groupings of determinants. RESULTS We interviewed 25 PPTs, 12 parents, and 12 children and adolescents. Within four groupings of determinants, we found nine themes: 1) development of information materials; 2) application: output visualization and ease of use; 3) design; 4) relevance and acceptance; 5) shared decision-making; 6) compatibility in daily living; 7) finances, 8) time, and 9) legislation and regulations. CONCLUSIONS End-users have similar basic needs, with individual fine-tuning to be addressed during further development of the AM-p. A child-friendly design, information material, and an easy-to-use application to read and interpret results, need to be developed. Efficient training for PPTs is important for the use of the AM-p and analysis of results. Communication between PPTs and children as well as parents enhances shared decision-making. We recommend involving diverse end-users to enable maximum customization of the AM-p.
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Affiliation(s)
- Barbara Engels
- Research Centre Healthy and Sustainable Living, Research Group Lifestyle and Health, Utrecht University of Applied Sciences, Utrecht, The Netherlands
- UMC Utrecht Brain Center and Center of Excellence for Rehabilitation Medicine, Utrecht University, Utrecht, the Netherlands
| | - Corelien J. J. Kloek
- Research Centre Healthy and Sustainable Living, Research Group Innovation of Human Movement Care, Utrecht University of Applied Sciences, Utrecht, The Netherlands
| | - Marleen E. Sol
- Research Centre Healthy and Sustainable Living, Research Group Lifestyle and Health, Utrecht University of Applied Sciences, Utrecht, The Netherlands
| | - Eline A. M. Bolster
- Research Centre Healthy and Sustainable Living, Research Group Lifestyle and Health, Utrecht University of Applied Sciences, Utrecht, The Netherlands
| | | | - Harriët Wittink
- Research Centre Healthy and Sustainable Living, Research Group Lifestyle and Health, Utrecht University of Applied Sciences, Utrecht, The Netherlands
| | - Raoul H. H. Engelbert
- Centre of Expertise Urban Vitality, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands
- Department of Rehabilitation Medicine, Amsterdam UMC Location University of Amsterdam, Amsterdam, The Netherlands
| | - Jan Willem Gorter
- Department of Rehabilitation, Physical Therapy Science and Sports, UMC Utrecht Brain Center, University Medical Center Utrecht, Utrecht, The Netherlands
- CanChild, Department of Pediatrics, McMaster University, Hamilton, Ontario, Canada
| | - Manon A. T. Bloemen
- Research Centre Healthy and Sustainable Living, Research Group Lifestyle and Health, Utrecht University of Applied Sciences, Utrecht, The Netherlands
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Harley JM, Bilgic E, Lau CHH, Gorgy A, Marchand H, Lajoie SP, Lavoie-Tremblay M, Fried GM. Nursing Students Reported More Positive Emotions about Training during COVID-19 After Using a Virtual Simulation Paired with an In-person Simulation. Clin Simul Nurs 2023:S1876-1399(23)00034-8. [PMID: 37360663 PMCID: PMC10150196 DOI: 10.1016/j.ecns.2023.04.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/28/2023]
Abstract
Background Virtual simulations (VS) are educational tools that can help overcome the limitations of in-person learning highlighted during the COVID-19 pandemic. Research has illustrated that VS can support learning, but little is known about the usability of VS as a distance learning tool. Research on students' emotions about VS is also scarce, despite the influence of emotions on learning. Methods A quantitative longitudinal study was conducted with undergraduate nursing students. 18 students participated in a hybrid learning experience involving a virtual simulation (VS) followed by an in-person simulation. Students completed questionnaires about their emotions, perceived success, and usability and received a performance score from the VS. Results Nursing students reported statistically significant improvements in their emotions about completing their program after completing both VS and in-person simulations compared to their emotions before the pair of simulations. Emotions directed toward the VS were weak-to-moderate in strength, but predominantly positive. Positive emotions were positively associated with nursing students' performance. Findings replicated "okay" approaching "good" usability ratings from a recent study with key methodological differences that used the same software. Conclusions VS can be an emotionally positive, effective, efficient, and satisfying distance learning supplement to traditional simulations.
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Affiliation(s)
- Jason M Harley
- Department of Surgery, McGill University, Montreal, Quebec, Canada
- Research Institute of the McGill University Health Centre, Montreal, Quebec, Canada
- Institute of Health Sciences Education, McGill University, Montreal, Quebec, Canada
- Steinberg Centre for Simulation and Interactive Learning, McGill University, Montreal Quebec, Canada
- Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada
| | - Elif Bilgic
- Department of Surgery, McGill University, Montreal, Quebec, Canada
- Research Institute of the McGill University Health Centre, Montreal, Quebec, Canada
- Department of Pediatrics, McMaster University, Hamilton, Ontario, Canada
- McMaster Education Research, Innovation and Theory (MERIT) Program, McMaster University, Hamilton, Ontario, Canada
| | - Clarissa H H Lau
- Department of Surgery, McGill University, Montreal, Quebec, Canada
| | - Andrew Gorgy
- Department of Surgery, McGill University, Montreal, Quebec, Canada
| | - Hugo Marchand
- Ingram School of Nursing, McGill University, Montreal, Quebec, Canada
| | - Susanne P Lajoie
- Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada
| | - Mélanie Lavoie-Tremblay
- Ingram School of Nursing, McGill University, Montreal, Quebec, Canada
- Faculty of Nursing, University of Montreal, Montreal, Quebec, Canada
| | - Gerald M Fried
- Department of Surgery, McGill University, Montreal, Quebec, Canada
- Institute of Health Sciences Education, McGill University, Montreal, Quebec, Canada
- Steinberg Centre for Simulation and Interactive Learning, McGill University, Montreal Quebec, Canada
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Custer T, Wampler K, Lambing L, Sayles H, Michael K. Lecture, Online, Flipped, and Blended: A Mixed-Methods Study on Ultrasound Student Outcomes and Perceptions. JOURNAL OF DIAGNOSTIC MEDICAL SONOGRAPHY 2022. [DOI: 10.1177/87564793221106781] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Objective: The purpose of this study was to examine the effects of course delivery methods on examination grades and student perceptions in a sonography course. Materials and Methods: The participant included all sonography students (n = 103), enrolled at a Midwestern university, during the academic years (AY) of 2010–2021. A retrospective, convergent mixed-methods design was used to collect and analyze data, related to the course delivery method. Results: The highest overall mean examination score and course satisfaction rating resulted from the blended learning format and the lowest mean examination scores and course satisfaction resulted from the flipped learning format. Conclusion: Health professions students are a diverse group of learners. Pedagogical practices should include course design and delivery methods which educate all learners. Courses that balance both face-to-face learning with opportunities for self-directed learning improve student satisfaction which could lead to improved student outcomes and provide the foundation for students to become competent health care professionals.
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Affiliation(s)
- Tanya Custer
- Department of Allied Health Professions Education, Research, & Practice, College of Allied Health Professions, University of Nebraska Medical Center, Omaha, NE, USA
| | - Kathryn Wampler
- College of Allied Health Professions, Diagnostic Medical Sonography, University of Nebraska Medical Center, Omaha, NE, USA
| | - Lea Lambing
- Department of Medical Imaging and Therapeutic Sciences, Diagnostic Medical Sonography, College of Allied Health Professions, University of Nebraska Medical Center, Kearney, NE, USA
| | - Harlan Sayles
- Department of Biostatistics, College of Public Health, University of Nebraska Medical Center, Omaha, NE, USA
| | - Kim Michael
- College of Allied Health Professions, Diagnostic Medical Sonography, University of Nebraska Medical Center, Omaha, NE, USA
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Process Evaluation of a Comprehensive Intervention for the Early Detection and Prevention of Oral Cancer: A Mixed Methods Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19127120. [PMID: 35742369 PMCID: PMC9223362 DOI: 10.3390/ijerph19127120] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/13/2022] [Revised: 06/07/2022] [Accepted: 06/09/2022] [Indexed: 01/25/2023]
Abstract
Process evaluations help to understand and refine health interventions. The “ISAC” intervention targeted the enhancement of early detection and prevention of oral cancer (OC) through tobacco-cessation counseling, patient communications, and ISAC role-modeling. Over six months, throughout ISAC implementation in the Jazan region of Saudi Arabia, Linnan and Steckler’s process evaluation framework’s specified indicators were assessed, by mixed methods, on context, reach, dose delivered, dose received, fidelity, recruitment, and participant’s satisfaction. Findings showed that 47 of 80 (58.75%) eligible dentists were reached and received all components. Thirty-six (76.6%) participants reported reading all intervention materials, visited the ISAC website, scored high on the perceived quality of provided information (M = 4.62 ± 0.63), and provided support (M = 4.67 ± 0.57). The fidelity was scored high across all intervention components. Role-modeling of the ISAC had the highest satisfaction score (M = 9.77 ± 0.58 out of 10). High perceived-effects were reported in relation to feeling confident in performing OC examination and training patients on OC self-examination (3.95 ± 0.22). The intervention attained high implementation levels for dose delivered, dose received, and fidelity. The intervention delivery was associated with high satisfaction and perceived effects. Using multiple data sources enhanced the understanding of the implementation process and strengthened the validity of the study’s findings.
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Boni FG, da Rosa YL, Leite RM, Lopes FM, Echer IC. Efeitos de uma intervenção educativa com profissionais de enfermagem sobre abordagens ao paciente tabagista: estudo quase-experimental. Rev Esc Enferm USP 2022. [DOI: 10.1590/1980-220x-reeusp-2021-0569pt] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
RESUMO Objetivo: avaliar os efeitos de uma intervenção educativa sobre cessação do tabagismo direcionada à equipe de enfermagem. Método: estudo quase-experimental com 37 profissionais de enfermagem de um hospital brasileiro de maio/2019 a dezembro/2020. A intervenção consistiu em capacitar profissionais de enfermagem sobre abordagens aos pacientes tabagistas, dividida em duas etapas, a primeira, online, pré-requisito para a presencial/videoconferência. O efeito da intervenção foi avaliado por meio do pré- e pós-teste preenchido pelos participantes. Também foram analisados registros em prontuários de pacientes fumantes. Para análise, utilizou-se o Teste do Qui-Quadrado de McNemar. Resultados: houve aumento da frequência das ações visando à cessação tabágica após a intervenção. Diferenças significativas foram encontradas em orientações relacionadas à divulgação aos familiares da decisão de parar de fumar e necessidade de apoio, incentivo à abstinência após alta hospitalar e informações sobre estratégias para cessação do tabaco e recaídas. Conclusão: a intervenção educativa se mostrou inovadora e com grande capacidade de difusão do conhecimento. O pós-teste evidenciou efeito positivo na frequência das ações visando à cessação tabágica implementadas pela equipe de enfermagem.
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