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

Abstract

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.

Effective Teaching Methods for the Assessment and Treatment of Exertional Heat Illness in Athletic Training Education

“…There is documentation 12,14,33 that both simulations and case studies have positive outcomes on learning in athletic training education, which was also supported by the current study. The current study found participants in both HS and CBL groups experienced an increase in knowledge, preference, and practice related to EHS that was also retained at the 6-week follow-up period.…”

“…Researchers in athletic training have examined the effectiveness of either SPs or high-fidelity simulations on educational outcomes such as confidence, clinical skills, and knowledge. 11,20,28,[31][32][33][34] Therefore, the purpose of this study was to compare 2 learning strategies, CBL using a case study and HS using a SP and a rectal mannequin task trainer, to evaluate the pedagogic effectiveness.…”

Eficácia da simulação na autoconfiança de estudantes de enfermagem para ressuscitação cardiopulmonar extra-hospitalar: um estudo quase experimental

“…Em um estudo realizado nos Estados Unidos com 90 estudantes de enfermagem, com objetivo de descrever o uso de uma estratégia educacional envolvendo simulação para preparar estudantes de enfermagem a lidar com situações de emergência, foi observado que 95% dos estudantes recomendaram a simulação como estratégia educativa, pois concordam que a simulação ajuda a aumentar o conhecimento e a confiança em lidar com uma emergência clínica [44]. Outra vantagem apontada pelos estudantes é que ela permite que os estudantes possam praticar os conhecimentos teóricos adquiridos com feedback instantâneo, tudo isso em um ambiente controlado sem promover riscos ao paciente [14,45,46]. Sobre o feedback e debriefing após os cenários de simulação, estudo aponta que as emoções devem consideradas, principalmente por causa do impacto emocional na aprendizagem e no desempenho do estudante [33].…”

Comparison of CPR Training With Mobile Application and Simulation to Knowledge and Skill of CPR

“…Sahu & Lata (2010) telah menjelaskan bahwa salah satu keuntungan dari metode ini adalah dapat meningkatkan pengetahuan peserta pelatihan melalui proses berpikir kritis terhadap suatu permasalahan yang disajikan pada proses simulasi. Tivener & Gloe (2015) juga menguatkan bahwa adanya permasalahan yang diberikan pada proses simulasi juga akan membantu untuk membuat peserta melakukan analisis permasalahan yang akan berujung pada peningkatan nilai pengetahuan yang dimiliki oleh peserta.…”

“…Proses pelatihan dengan metode ini juga akan memberikan kesempatan pada responden untuk melakukan tindakan RJP dengan pengawasan langsung dari instruktur dan adanya proses bimbingan langsung dari instruktur serta proses evaluasi hasil pembelajaran di akhir sesi pertemuan. Proses yang dilakukan ini juga akan memberikan kemudahan kepada peserta pelatihan dalam menguasai keterampilan dalam melakukan tindakan RJP (Tivener & Gloe, 2015).…”