Effect of the Use of High-Fidelity Manikin Simulation for Learning Emergency Cardiovascular Care Skills: A Critically Appraised Topic

Self Confidence ◽

Cardiovascular Assessment ◽

Cardiovascular Care ◽

Quality Evidence

Clinical Scenario: Athletic trainers must be confident when performing life-saving skills, such as a cardiovascular assessment and cardiopulmonary resuscitation. Learning and performing skills on high-fidelity simulation manikins may improve athletic training students’ self-confidence and self-efficacy. Clinical Question: What are the effects of high-fidelity manikin simulation on athletic training students’ self-confidence and self-efficacy in performing emergency cardiovascular care? Summary of Key Findings: Three good-quality cohort studies were included. Two studies assessed the effect of high-fidelity cardiopulmonary resuscitation simulation, and one study assessed the effect of high-fidelity cardiovascular assessment. Two studies evaluated self-confidence, while the other study evaluated self-efficacy. All three studies found that high-fidelity simulation improved athletic training students’ self-confidence and self-efficacy. Clinical Bottom Line: There is currently consistent, good-quality evidence that supports the use of high-fidelity manikin simulation to improve athletic training students’ self-confidence and self-efficacy in performing cardiovascular skills and assessment. Future research should examine the effects of high-fidelity manikin simulation on the same academic levels of athletic training students to ensure generalizability of results. Strength of Recommendation: The grade of B is recommended by the Strength of Recommendation Taxonomy for consistent, good-quality evidence.

A High-Fidelity Simulation Is Effective in Improving Athletic Training Students' Self-Efficacy with Emergency Cardiovascular Care Skills

10.4085/1402108 ◽

2019 ◽

Vol 14 (2) ◽

pp. 108-116 ◽

Cited By ~ 1

Author(s):

Kristin A. Paloncy ◽

Leah Georges ◽

Allan J. Liggett

Keyword(s):

Athletic Training ◽

Self Efficacy ◽

Repeated Measures ◽

National Collegiate Athletic Association ◽

The United States ◽

High Fidelity ◽

Convenience Sample ◽

Simulation Center

Context High-fidelity simulation can provide an ideal adjunct to clinical or real-world experience by providing a realistic and safe learning environment for the practice of low-incident encounters. Objective Given that levels of perceived self-efficacy are malleable and high-fidelity simulation can provide many positive outcomes, the purpose of this study was to determine whether participation in a high-fidelity simulated cardiovascular emergency scenario using the Laerdal SimMan in a university simulation center in the United States increased undergraduate athletic training students' self-efficacy scores. Design Cohort design with repeated measures. Patients or Other Participants Convenience sample of undergraduate athletic training students (n = 46) enrolled in a professional program at a National Collegiate Athletic Association Division I university in the Midwest. Intervention(s) Participation in or observation of a high-fidelity cardiopulmonary resuscitation (CPR) simulation. Main Outcome Measure(s) Self-efficacy scores before, immediately after, and 6 months after simulation. Results There was a significant main effect for the 3 repeated measures, with the scores steadily increasing significantly from pretest (mean = 7.60, SD = 1.13) to posttest (mean = 8.04, SD = 1.22, P = .001), then again from immediate posttest to the 6-month posttest (mean = 8.38, SD = 1.04, P = .04). Scores among the participants (mean = 8.21, SD = 1.03) were not significantly higher than scores among the observers (mean = 7.85, SD = 1.40). Scores at the 6-month follow-up posttest (mean = 8.38, SD = 1.04) significantly increased from the posttest immediately after the simulation (P = .04). Conclusions Participating in or observing high-fidelity CPR simulation is an effective method of providing deliberate practice opportunities for athletic training students to increase self-efficacy related to CPR techniques.

High-Fidelity Simulation Meets Athletic Training Education: An Innovative Collaborative Teaching Project

10.4085/090296 ◽

2014 ◽

Vol 9 (2) ◽

pp. 96-100 ◽

Cited By ~ 5

Author(s):

Elizabeth Palmer ◽

Taylor Edwards ◽

James Racchini

Keyword(s):

Faculty Member ◽

Athletic Training ◽

Collaborative Teaching ◽

Simulated Patient ◽

High Tech ◽

High Fidelity ◽

Medical Conditions ◽

Nursing Simulation

High-fidelity simulation is frequently used in nursing education to provide students with simulated experiences prior to and throughout clinical coursework that involves direct patient care. These high-tech exercises take advantage of the benefits of a standardized patient or mock patient encounter, while eliminating some of the drawbacks experienced when using healthy “live” mock patients. These same technologies have the potential to benefit athletic training students (ATSs). The purpose of our project was to expand a partnership of interdisciplinary education for ATSs and integrate simulated patient encounters for ATSs enrolled in a general medical conditions in athletic training class. The project is a collaborative teaching experience that combines an athletic training faculty member, a nursing faculty member, and a nursing simulation specialist for skill training and assessment of clinical integration proficiencies (CIPs). With the introduction of the updated (CIPs) in the Fifth Edition Athletic Training Competencies document, opportunities exist to utilize high-fidelity simulation for training and assessments that may not occur during a student's clinical experience. Our athletic training program utilized the nursing simulation laboratory equipped with a high-fidelity manikin to simulate a student-athlete who suffers an asthma attack. Athletic training students, under the supervision of their faculty member and a simulation specialist, engaged in hands-on simulations to demonstrate CIPs related to respiratory assessment and intervention. The opportunity to combine expertise in medical conditions with the availability of high-fidelity simulation manikins presents opportunities for ATSs to experience patient encounters with conditions not frequently presented or difficult to stage in real-time clinical training. In conclusion, our project showcases an interdisciplinary collaboration that provides ATSs with learning experiences using emerging technology. Athletic training students were satisfied with the opportunity to engage in simulated patient encounters in this medical conditions class.

Self-Confidence and Perceptions of Athletic Training Students Following Simulated Experiences: A Mixed-Methods Pilot Study

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2021.1973 ◽

2021 ◽

Author(s):

Hannah Stedge ◽

Valerie Herzog

Keyword(s):

Mixed Methods ◽

Athletic Training ◽

Clinical Education ◽

Repeated Measures ◽

Real Life ◽

Future Research ◽

High Fidelity ◽

Repeated Measures Design ◽

Self Confidence

Purpose: Athletic training clinical education provides students with a variety of real-life patient encounters under the supervision of a credentialed athletic trainer. However, clinical education experiences may not allow for all students to practice more invasive or less common skills such as rectal thermometry. The purpose of this study was two-fold: 1) determine the effect of a series of low to high-fidelity simulated rectal thermometry experiences on athletic training students’ self-confidence scores; and 2) through a phenomenological qualitative approach, explore athletic training students’ perceptions following the simulated rectal thermometry experiences. Method: This study used a quasi-experimental, mixed methods, one-group repeated measures design. Participants were nine first year professional Master of Athletic Training students who completed four simulated experiences on the skill of rectal thermometry. The outcome measures were The Athletic Trainer’s Self-Confidence Scale (ATSCS) and qualitative semi-structured open-ended interviews. Results: Friedman’s ANOVA revealed a statistically significant improvement from the participant’s baseline ATSCS scores to the last post-test scores. We identified three major themes following qualitative interviews: 1) Perception changes before and after participation; 2) Benefits of a series of four simulations; 3) Explanations for the improvements in confidence and competence. Conclusions: A series of simulated learning activities using high-fidelity and standardized patient interactions can help improve athletic training students’ self-confidence. Though future research is needed, athletic training education programs should consider implementing simulated experiences to equip athletic training students to transition to practice.

Confidence, Competence and Leadership: The Role of High Fidelity Simulation Workshops to Improve Emergency Medicine Residents Self Confidence, Technical Competence and Leadership Skills

Academic Emergency Medicine ◽

10.1197/j.aem.2007.03.907 ◽

2007 ◽

Vol 14 (5 Supplement 1) ◽

pp. S74-S74

Author(s):

T. Stallard ◽

M. Strecker-McGraw ◽

K. vanWalsum

Keyword(s):

Emergency Medicine ◽

Leadership Skills ◽

High Fidelity ◽

Technical Competence ◽

Self Confidence

Measuring third year undergraduate nursing students' reflective thinking skills and critical reflection self-efficacy following high fidelity simulation: A pilot study

Nurse Education in Practice ◽

10.1016/j.nepr.2016.03.001 ◽

2016 ◽

Vol 18 ◽

pp. 52-59 ◽

Cited By ~ 11

Author(s):

Naomi Tutticci ◽

Peter A. Lewis ◽

Fiona Coyer

Keyword(s):

Pilot Study ◽

Nursing Students ◽

Self Efficacy ◽

Critical Reflection ◽

Reflective Thinking ◽

Thinking Skills ◽

High Fidelity ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing

Exploring Gender and Self-Efficacy Ratings of Athletic Training Students over Time

10.4085/0903127 ◽

2014 ◽

Vol 9 (3) ◽

pp. 127-134 ◽

Cited By ~ 2

Author(s):

W. David Carr ◽

Jennifer L. Volberding

Keyword(s):

Athletic Training ◽

Analysis Of Variance ◽

Undergraduate Students ◽

Self Efficacy ◽

Instrument Validity ◽

Athletic Training Student ◽

Post Hoc ◽

Academic Year ◽

University Setting

Objective To describe the development of a self-efficacy instrument and to explore the changes by gender in student self-efficacy ratings over 1 year. Design and Setting An exploratory study utilizing an instrument that measures self-efficacy in undergraduate students in a university setting. Patients or Other Participants Thirty students (13 males and 17 females) enrolled in the professional phase of an undergraduate athletic training program. Main Outcome Measure(s) Student ratings of self-efficacy were measured using the Self-Efficacy in Athletic Training Student instrument. Validity was established through a panel of experts. Cronbach α was used to establish the reliability of the instrument. The instrument was administered 3 times during an academic year. Students were asked to rate their level of self-efficacy on a Likert scale (1 = not at all confident; 5 = very confident) on 16 components within 3 content areas. Descriptive statistics were calculated, and a nonparametric analysis of variance was used to determine differences in self-efficacy based upon time for each gender. Post hoc contrasts were used to examine when significant differences occurred among the 3 measures. Results The internal consistency for the overall instrument and each content area ranged from α = 0.91 to 0.96. Analysis of variance indicated statistically significant differences (P < .003) across the 3 times, with significant changes in self-efficacy by gender, with greater increases for females across the 3 measures to similar male levels of self-efficacy at the final measure. Conclusions Students' self-efficacy can be affected by many factors, some of which may be controlled or influenced. We have developed reliable measure for assessing student self-efficacy. It is the desire of the authors that athletic training programs will develop strategies to improve the efficacy of their students and use this method to assess the effectiveness of those strategies.

The Effect of High-Fidelity Cardiopulmonary Resuscitation (CPR) Simulation on Athletic Training Student Knowledge, Confidence, Emotions, and Experiences

10.4085/1002103 ◽

2015 ◽

Vol 10 (2) ◽

pp. 103-112 ◽

Cited By ~ 23

Author(s):

Kristin Ann Tivener ◽

Donna Sue Gloe

Keyword(s):

Knowledge Acquisition ◽

Athletic Training ◽

Professional Education ◽

Emotional Responses ◽

Athletic Training Education ◽

High Fidelity ◽

Student Knowledge ◽

Athletic Training Student ◽

Significant Difference

Context High-fidelity simulation is widely used in healthcare for the training and professional education of students though literature of its application to athletic training education remains sparse. Objective This research attempts to address a wide-range of data. This includes athletic training student knowledge acquisition from high-fidelity simulation, effects on student confidence, emotional responses, and reports of lived experiences in different phases of simulation. Design and Setting A mixed methods study design was employed with pre- and postintervention evaluations of students' cardiopulmonary resuscitation (CPR) knowledge, confidence, emotions, and lived experiences via the Presimulation CPR Survey, the Postsimulation CPR Survey, and the Reactions to the Simulation Experience Postsimulation Reflection assignment. The study was conducted in the University's high-fidelity simulation center. Patients or Other Participants Twenty undergraduate athletic training students enrolled in a junior-level clinical practicum class. Results We identified a significant difference in athletic training student knowledge acquisition (pretest: x̄ = 3.75, SD = .546; posttest: x̄ = 4.60, SD = .394) and identified a significant increase through a paired sample t test (t19 = −5.640, P < .001). We demonstrated a significant difference in athletic training student confidence (pretest: x̄ = 4.18, SD = .524; posttest: x̄ = 4.68, SD = .295). The findings of this paired sample t test (t19 = −4.485, P < .001) identify a significant increase in confidence related to CPR skills. Students reported a mean score of 4.5 out of 5.0 (SD = .761) of experiencing emotional reactions to the simulation including anxiety, fear, and nervousness. Students reported on a scale of 5.0, (x̄ = 4.63, SD = .34) the simulation was overall a positive and valued learning experience. Conclusions High-fidelity simulation is highly effective in athletic training education and has similar outcomes in knowledge acquisition, confidence, and emotional responses to other healthcare professional education.

Effect of High-Fidelity Simulation Training on Pediatric Nursing Student's Knowledge, Practice and Attitude Regarding Cardiopulmonary Resuscitation

Egyptian Journal of Health Care ◽

10.21608/ejhc.2017.44982 ◽

2017 ◽

Vol 8 (3) ◽

pp. 103-113

Author(s):

Fatma.I. Mohamed ◽

Faten.S. Mahmoud ◽

Amal.A. Abdel-Salam

Keyword(s):

Cardiopulmonary Resuscitation ◽

Simulation Training ◽

High Fidelity ◽

Pediatric Nursing ◽

Knowledge Practice

Postdebriefing Supervised Practice Improves Clinical Performance During Simulation-Based Cardiopulmonary Resuscitation Encounter

10.4085/1947-380x-19-064 ◽

2020 ◽

Vol 15 (2) ◽

pp. 85-92

Author(s):

Kristin Ann Paloncy

Keyword(s):

Cardiopulmonary Resuscitation ◽

Athletic Training ◽

Repeated Measures ◽

Clinical Performance ◽

Clinical Skills ◽

The United States ◽

Clinical Competency ◽

Convenience Sample ◽

Simulation Based

Context Simulation is commonly incorporated into medical and health programs as a method of skill practice and evaluation and can be effective at improving athletic training student learning outcomes when purposefully designed. Objective The purpose of this study was to determine what level of impact participation in supervised practice after debriefing within a simulation-based cardiovascular emergency scenario using the Laerdal SimMan in a university simulation center in the United States had on athletic training students' clinical performance. Design Quantitative quasi-experimental cohort design with repeated measures study. Patients or Other Participants Convenience sample of undergraduate athletic training students (n = 46) enrolled in a professional program at a university in the Midwest. Intervention(s) Participation in supervised practice of cardiopulmonary resuscitation skills after debriefing in a simulation. Main Outcome Measure(s) Clinical competency with associated cardiopulmonary resuscitation skills using the Laerdal Learning Application software program that interfaces with the simulation hardware. Results There was a statistically significant interaction between groups (F1,10 = 18.70, P < .05, η = 652) indicating participants in the supervised practice after debriefing group were significantly higher (mean = 0.72, SD = 0.05) than those that did not have supervised practice after the debriefing (mean = 0.17, SD = 0.05). Conclusions The design and development of a simulation experience is optimized when there is deliberate consideration of what components and exposure to these learning components will lead to certain outcomes. Even though supervised practice after debriefing has been identified as optional for skill-based simulations, the current study demonstrates that the supervised practice of clinical skills component is vital within emergency cardiovascular simulation encounters for participants to increase clinical competency.