Standardized Patient Encounters Improved Athletic Training Students' Confidence in Clinical Evaluations

2015 ◽  
Vol 10 (2) ◽  
pp. 113-121 ◽  
Author(s):  
Kirk J. Armstrong ◽  
Amanda J. Jarriel
Keyword(s):  
Interpersonal Communication ◽  
Athletic Training ◽  
Liberal Arts ◽  
Survey Design ◽  
Clinical Skill ◽  
Athletic Training Students ◽  
Clinical Evaluations ◽  
Before And After ◽  
Strongly Agree ◽  
Confidence Ratings

Context Researchers have reported that interacting with standardized patients (SPs) is a worthwhile and realistic experience for athletic training (AT) students. These encounters enhance students' interviewing skills, confidence as a clinician, clinical skill development, and interpersonal communication. Objective To determine how SP encounters impacted students' confidence in performing clinical evaluations. Design Pretest-posttest survey design. Setting Athletic training simulation lab. Patients or Other Participants Thirty-five students from the junior (n = 20) and senior (n = 15) AT cohorts from a public liberal arts institution in the Southeast. Intervention(s) Athletic training students completed 2 SP encounters per semester throughout an academic year in the AT program, totaling 4 SP encounters. Main Outcome Measure(s) Each student completed a 17-item Likert scale (1 = strongly disagree, 5 = strongly agree) that rated confidence levels immediately before and after each SP encounter. The confidence rating assessed students' confidence regarding how the SP encounter affected their confidence in completing patient evaluations (eg, identifying history questions, interpreting results of special tests). We computed descriptive statistics for all items Wilcoxon signed rank tests determined differences in pre-encounter and should be postencounter confidence ratings. Results Overall, students from both cohorts reported that the SP encounter improved confidence in completing clinical evaluations. Specifically, students reported a significant increase from pre-encounter to postencounter confidence ratings after nutrition-based (Z = −2.991, P = .004), knee (Z = −3.261, P = 0.001), concussion (Z = −3.294, P = .001), psychosocial intervention (Z = −3.062, P = .002), and general medical (Z = −3.524, P > .001) SP encounters. Conclusions The authenticity and fidelity of the SP encounter provided the AT students a real-time clinical evaluation in a nonthreatening environment. Students reported that their confidence improved after each encounter. By providing these experiences, AT students can become comfortable interacting with patients in clinical evaluations.

Student Pharmacists Self-Perceived Confidence in Communication Skills With Healthcare Practitioners Before and After a Seminar Course

2021 ◽  
pp. 089719002110184
Author(s):  
Kimberly L. Barefield ◽  
Caroline Champion ◽  
Lucy Yang ◽  
Brent Rollins
Keyword(s):  
Survey Design ◽  
Research Question ◽  
Pharmacy Practice ◽  
Course Evaluation ◽  
Internship Experience ◽  
Before And After ◽  
Student’S T ◽  
Strongly Agree ◽  
Pharmacy Curriculum ◽  
Question Survey

Introduction: Competent pharmacy practice requires the ability to critically evaluate the medical literature and communicate pharmacotherapy information and recommendations to healthcare practitioners. Given the limited research on how these skills are taught, a seminar course in the third year of the pharmacy curriculum was designed to strengthen these skills and abilities. Methods: This was a prospective, pre- and post-cohort survey design. Students were informed of the study’s intent with participation being voluntary and not affecting their course grade. Students received the same survey at the beginning and end of the semester. The 20-question survey assessed self-perceived confidence in the domains of communication and literature evaluation using a 5-point, Likert-type Strongly Disagree-Strongly Agree Scale. Demographic information and students’ previous pharmacy work and internship experience were collected as a part of the survey. Descriptive statistics and Student’s t-test were used to assess the research question and comparisons of student demographics. Results: Sixty-eight of a possible 91 students (75% response rate) completed both the pre- and post-survey. There was no statistically significant differences between any of the measured demographics. Overall, students slightly agreed they were confident in their communication and literature evaluation skills in the pre-course evaluation, with communicating drug interactions as the least confident area. Post-course, students were significantly more confident in all but 5 of 20 measured areas. Conclusion: The Seminar course resulted in a positive change in students’ perception of confidence to communicate with healthcare professionals and ability to evaluate drug literature.

scholarly journals Variability in Clinical Integration Achieved by Athletic Training Students Across Different Clinical Sport Assignments

2015 ◽  
Vol 10 (1) ◽  
pp. 75-81 ◽  
Author(s):  
Thomas M. Dodge ◽  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
College Football ◽  
Athletic Training Students ◽  
Cross Sectional Survey ◽  
Clinical Integration ◽  
Cross Sectional ◽  
Clinical Placements ◽  
Clinical Rotations ◽  
Strongly Agree

Context Clinical integration impacts athletic training students' (ATSs) motivation and persistence. Research has yet to elucidate the manner in which different clinical placements can influence clinical integration. Objective To examine differences in the levels of clinical integration achieved by ATSs across various clinical sport assignments. Design Cross-sectional survey. Setting Thirteen undergraduate athletic training programs. Patients or Other Participants Questionnaires were administered to 169 ATSs previously engaged in clinical education experiences. One hundred twenty-nine participants completed the questionnaire, for a response rate of 76.33%. Participants completed an average of 4 ± 2 clinical rotations. Intervention(s) The 11-item clinical integration scale was administered either in-person or online methods. Responses were scored on a 6-point Likert scale (1 = strongly disagree to 6 = strongly agree). Main Outcome Measure(s) Mean clinical integration scores (potential minimum score of 11, maximum score of 66), were calculated for each clinical placement. One-way analysis of variance was used to identify differences in clinical integration achieved across clinical placements. Results We found differences in clinical integration achieved across various clinical assignments (F19,415 = 3.486, P < .001). Students completing a rotation with college football achieved the lowest levels of clinical integration (46.9 ± 9.1). Other sports rated higher, ranging from 51.6 ± 10.1 (baseball) to 57.8 ± 4.5 (lacrosse), with all reporting less anxiety and time wasting than were associated with football. The high school rotation was also rated highly (54.7 ± 6.4), with higher levels of learning reported and fewer concerns about anxiety, excessive hours, and wasting time. Conclusions There were clear differences in clinical integration achieved between sites. In particular, ATSs completing clinical rotations with college football reported the lowest levels of clinical integration. These low levels of integration stemmed from feelings of wasting time, completing menial tasks, excessive hours, and anxiety associated with the educational experience.

Assessing Nonverbal Communication Skills Through Video Recording and Debriefing of Clinical Skill Simulation Exams

2013 ◽  
Vol 8 (1-2) ◽  
pp. 17-22 ◽  
Author(s):  
Scott Heinerichs ◽  
Nicole M Cattano ◽  
Katherine E. Morrison
Keyword(s):  
Athletic Training ◽  
Nonverbal Communication ◽  
Communication Skills ◽  
Clinical Skill ◽  
Video Recording ◽  
Athletic Training Education ◽  
Athletic Training Students ◽  
Convenience Sample ◽  
Data Collection And Analysis ◽  
Upper Level

Context Nonverbal communication (NVC) skills are a critical component to clinician interactions with patients, and no research exists on the investigation of athletic training students' nonverbal communication skills. Video recording and debriefing have been identified as methods to assess and educate students' NVC skills in other allied health care fields. Objective To investigate whether athletic training students perceived video recording and debriefing of their simulation exams to be an effective method for learning and assessing their NVC skills. Design Survey. Setting A standard athletic training education laboratory. Patients or Other Participants A convenience sample of 47 participants enrolled in an upper-level athletic training laboratory course. Data Collection and Analysis Descriptive statistics were conducted on combined items from NVC feedback forms that students completed after three simulation exams. Results While 96% of the students thought their ability to assess their NVC communication skills had improved and 98% actually felt that their NVC skills improved as a result of this method, all participants agreed this was a worthwhile experience. Conclusion(s) Similar to medical and nursing literature, students felt that video recording and debriefing of clinical simulation exams were worthwhile and valuable methods for learning about and evaluating their NVC skills.

scholarly journals Standardized Patients Provide Realistic and Worthwhile Experiences for Athletic Training Students

2010 ◽  
Vol 5 (2) ◽  
pp. 77-86 ◽  
Author(s):  
Stacy E. Walker ◽  
Thomas G. Weidner
Keyword(s):  
Lower Extremity ◽  
Athletic Training ◽  
Performance Feedback ◽  
Clinical Skills ◽  
Standardized Patients ◽  
Standardized Patient ◽  
Athletic Training Students ◽  
Feedback Form ◽  
Cross Sectional ◽  
Strongly Agree

Context: Standardized patients are more prominently used to both teach and evaluate students' clinical skills and abilities. Objective: To investigate whether athletic training students perceived an encounter with a standardized patient (SP) as realistic and worthwhile and to determine their perceived comfort in future lower extremity evaluations with standardized and actual patients. Design and setting: Cross-sectional. Athletic Training Research and Education Laboratory, on-campus athletic training room, and Clinical Proficiency Evaluation Room. Subjects: Twenty-nine undergraduate athletic training students (17 female, 12 male) at a Midwestern CAATE-accredited institution who had completed a lower extremity orthopedic evaluation course in the past 12 months. Measurements: A Standardized Patient Encounter Feedback Form consisting of 5 Likert scale items (1 = strongly disagree; 5 = strongly agree) regarding the participants' perceptions of SP encounters with foot/ankle and knee orthopedic cases (eg, worthwhile, realistic, confidence with future SPs and actual patients). Data was analyzed using descriptive statistics. Written comments regarding the strengths and weaknesses of the encounters were analyzed inductively. Results: The participants indicated (90%–100% of the time) that: they agreed or strongly agreed that the encounters were worthwhile and realistic; the cases presented were appropriate; they were provided with adequate performance feedback by the SPs; and that their lower extremity evaluation skills were helped by the experiences. The participants indicated (86%–93% of the time) that they agreed or strongly agreed that the encounters made them feel more comfortable about future evaluations with standardized and actual patients. Conclusions: It appears that SPs provide realistic and worthwhile experiences for athletic training students. Thus, cases could be developed to evaluate athletic training clinical proficiencies in the future.

scholarly journals Athletic Training Students' Perceptions of Electronic Textbooks and Computer use in the Classroom

2016 ◽  
Author(s):  
Christopher Brown ◽  
Shannon David ◽  
Michele Monaco
Keyword(s):  
Athletic Training ◽  
Computer Use ◽  
Online Survey ◽  
Survey Design ◽  
Athletic Training Students ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Electronic Textbooks ◽  
Use Of Technology ◽  
Secondary Methods

Purpose: Academia is currently seeing a surge in technology integration in the classroom. Electronic textbooks (e-textbooks) is expected to grow exponentially in the future. Although there is a rush in use of technology in academia, few studies have evaluated perceptions of electronic textbooks especially among athletic training students. The purpose of this study is to identify athletic training student computer use, if athletic students are using electronic textbooks, and to help understand their perceptions of those electronic texts. Method: A cross sectional survey design was utilized. Participants completed a self-reported online survey. A survey link was emailed to athletic training faculty in 360 undergraduate programs to be forwarded to their students. The survey contained an informed consent item followed by 37 items (6 demographic) related to perceptions of electronic textbooks. Data analysis used descriptive statistics. Results: A total of 861 athletic training students completed the survey. When students were asked about their preference for e-textbooks or traditional textbooks, 69% prefer a traditional textbook while 22% state they had never had the opportunity to work with an e-textbook. A majority of students (96.4%) feel comfortable with computers. A large number of students (43.1%) respond they are not aware e-textbooks exist for athletic training courses. The primary reasons students prefer traditional textbooks over e-textbooks are ease of reading, followed by ease of note taking. Conclusions: The majority of athletic training students, who fall in the age range of the Millennial Generation, prefer traditional textbooks over e-textbooks. Educators should continue to utilize traditional textbooks as a primary method of learning while incorporating technology such as e-textbooks as secondary methods.

scholarly journals Small-Group Standardized Patient Encounter Improves Athletic Training Students' Psychosocial Intervention and Referral Skills

2016 ◽  
Vol 11 (1) ◽  
pp. 38-44 ◽  
Author(s):  
Stacy E. Walker ◽  
Thomas G. Weidner ◽  
Ashley B. Thrasher
Keyword(s):  
Small Group ◽  
Interpersonal Communication ◽  
Athletic Training ◽  
Clinical Education ◽  
Psychosocial Intervention ◽  
Control Group ◽  
Fisher Exact Test ◽  
Athletic Training Students ◽  
Exact Test ◽  
Experimental Group

Context: Athletic trainers provide psychological support, counseling, intervention, and referral to patients during clinical practice. However, students are rarely exposed to real-life opportunities to develop these skills. Objective: To determine if a small-group standardized patient (SP) encounter improved athletic training students' interpersonal communication, psychosocial intervention, and referral skills. Design: Cohort. Setting: One Midwestern university. Patients or Other Participants: Thirty-nine (14 male, 25 female; age = 22 ± 1.0 years) senior athletic training students. Intervention(s): The experimental group (n = 20) engaged in a small-group SP encounter to teach interpersonal communication, psychosocial intervention, and referral skills, in addition to normally scheduled classes and clinical education. The control group (n = 19) engaged only in routine classroom and clinical education. Both groups participated in an individual SP encounter to assess skills. Main Outcome Measure(s): A 19-item dichotomous checklist (yes/no) assessed participants on their interpersonal communication, psychosocial intervention, and referral skills (eg, listened with interest, asked about eating habits and menstrual period) during the individual SP encounter. A Fisher exact test evaluated differences between the experimental and control group scores for each checklist item. Mann-Whitney U tests were used to compare combined checklist scores between the experimental and control groups. A Bonferroni correction was performed to control for multiple comparisons. Results: The experimental group experienced a significant increase in psychosocial intervention and referral skills (U = 77.5, P = 0.001), but there was no difference between the 2 groups on interpersonal communication skills (U = 138, P = .149). Participants in the experimental group asked the SP about coping strategies for stress more often than the control group (Fisher exact test P < .001). Conclusions: A small-group SP encounter improved the participants' psychosocial intervention and referral skills but not their interpersonal communication skills. These results suggest a small-group SP encounter can provide learning experiences to better prepare athletic training students for clinical practice.

Change in Service Provision Networks: The Case of Animal Welfare Services

2021 ◽  
pp. 0160323X2110092
Author(s):  
Laura A. Reese ◽  
Xiaomeng Li
Keyword(s):  
Service Provision ◽  
Survey Design ◽  
Participant Observation ◽  
Local Level ◽  
Major Change ◽  
Network Evolution ◽  
Political Factors ◽  
Before And After ◽  
Organizational Ties ◽  
The Impact

This research focuses on change within informal service provision networks, specifically examining the impact that changes within a key organization can have on the larger network. Employing a before and after survey design with a treatment at the midpoint and participant observation, it asks: What is the impact of a major change within one organization on the larger external network? What is the nature of the organizational ties? and, How do political factors exogenous to the network impact the network evolution process? The findings suggest that internal change within a focal actor can have ripple effects throughout the network increasing density. Public service provision at the local level can be enhanced through an increase in partnerships between the public and nonprofit sectors. However, network evolution can be limited by the larger political environment and lack of a coordinating role on the part of local government.

Abstract WP462: Improving Nurses’ Comfort and Practice Towards Neuroscience Patients Utilizing High-fidelity Simulation

Stroke ◽  
2020 ◽  
Vol 51 (Suppl_1) ◽  
Author(s):  
Erin Supan ◽  
Lauren Patton ◽  
Julie M Fussner ◽  
Colin Beilman ◽  
Martha Sajatovic
Keyword(s):  
Survey Design ◽  
Comfort Level ◽  
High Fidelity ◽  
Care Hospital ◽  
High Fidelity Simulation ◽  
University Hospitals ◽  
Experienced Nurses ◽  
Emergency Situations ◽  
Neurologic Emergencies ◽  
Strongly Agree

Introduction: University Hospitals Health System (UHHS) has seen an interest by nursing in using simulation and case studies as an adjunct to classroom education to instruct in emergency situations and mock codes. UHHS is currently expanding neuroscience services at 2 community hospitals while maintaining services at the quaternary care hospital. There is a need for further neuroscience education of both experienced nurses who have limited neuroscience exposure and novice nurses employed in neuroscience specialty areas. Patient simulators have been used in a variety of education settings, yet their effectiveness in training nurses to manage neurologic patients and neurologic emergencies has not been widely examined. The purpose of this project is to evaluate the use of high-fidelity simulation on nurses’ assessment skills, critical thinking and comfort in caring for neuroscience patients. Methods: A pre and post survey design was used for this project with nurses completing a survey immediately prior to and after participating in 3 simulation scenarios: intracerebral hemorrhage with intracranial pressure, subdural hematoma with seizures, and brain tumor complicated by pulmonary embolism. After completion of each scenario a debriefing occurred. Surveys allowed nurses to assess their confidence levels in responding to neurologic emergencies using a 5-point Likert-type scale (1= strongly disagree to 5 = strongly agree). Results: Comfort level was assessed in five different categories. Comfort in performing a neurologic assessment improved from a pre-survey average of 4.02 to a post-survey average of 4.59, a variance of 11.4%. Comfort in managing a stroke patient improved from 3.98 to 4.45, a variance of 9.5%. Comfort in administering emergency medications improved from 3.02 to 3.98, a variance of 19.1%. Comfort in identifying neurologic changes improved from 3.82 to 4.43, a variance of 12.3%. Comfort in communicating neurologic changes to the provider improved from 4.00 to 4.66, a variance of 13.2%. There was an overall improvement in the variance in all 5 categories of 13.1%. Conclusion: The use of high-fidelity simulation allowed nurses to gain comfort in assessment, management, and provider communication specific to neuroscience patients.

A Systematic Approach to Programmatic Assessment

2016 ◽  
Vol 11 (3) ◽  
pp. 161-167
Author(s):  
Dani M. Moffit ◽  
Jamie L. Mansell ◽  
Anne C. Russ
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Systematic Approach ◽  
Program Review ◽  
Athletic Training Students ◽  
Programmatic Assessment ◽  
Systematic Assessment ◽  
Assessment Plans ◽  
Education Needs ◽  
Goals And Objectives

Context: Accrediting bodies and universities increasingly require evidence of student learning within courses and programs. Within athletic training, programmatic assessment has been a source of angst for program directors. While there are many ways to assess educational programs, this article introduces 1 systematic approach. Objective: This article describes the steps necessary to create an assessment plan that meets the needs of the accrediting body, the program, and the athletic training students. Background: Assessment helps determine if the program's goals and objectives are meeting the athletic training students' needs. Program review cannot be accomplished in a manner that is helpful unless the assessment plan is systematic, planned, and ongoing. Recommendation(s): Effective and systematic assessment plans provide a framework for program evaluation, modification, and improvement. Conclusion(s): Assessment should be an ongoing process which creates opportunities for active learning. Clinical education needs to be included in the overall programmatic assessment, as those courses provide application of didactic learning.

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