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Comparison Of In Vivo Simulation Training Compared To Video Simulation Training For Identifying Clinical Markers Of Distress When Feeding Preterm Infants, Emily M. Wagner
Comparison Of In Vivo Simulation Training Compared To Video Simulation Training For Identifying Clinical Markers Of Distress When Feeding Preterm Infants, Emily M. Wagner
Electronic Theses and Dissertations
Preterm infants have multiple health complications due to their underdeveloped neurological systems. Bottle-feeding difficulties are one complication that leads to pulmonary illness secondary to aspiration. Preterm infants exhibit clinical markers when experiencing distress during bottle-feeding. Training caregivers to identify clinical markers reduces the risk for aspiration. Simulation training provides a safe learning environment without harming patients. Twenty-two speech-language pathology and pre-requisite students divided into two simulation groups, video-simulation (N=12) and in-vivo simulation (N=10), were trained to document clinical markers of distress exhibited by preterm infants and make clinical judgments about bottle-feeding. Students rated their levels of anxiety during simulation training. …
Training Clinical Judgment Skills For Interpreting Feeding Behavior In Preterm Infants: A Comparison Of Video And In Vivo Simulation, Jamesa R. Ewing
Training Clinical Judgment Skills For Interpreting Feeding Behavior In Preterm Infants: A Comparison Of Video And In Vivo Simulation, Jamesa R. Ewing
Electronic Theses and Dissertations
Health and feeding outcomes for preterm infants depend upon healthcare providers’ ability to recognize non-verbal signs of distress during bottle-feeding. Methods of training future providers’ to interpret feeding behavior in preterm infants are unclear. This study used a pre-test/post-test design to compare the effects of in- vivo simulation and video-simulation training on students’ knowledge of feeding abnormalities, clinical judgment, and documentation accuracy. Fifty-two graduate level speech-language pathology students were assigned to the in-vivo (N= 27) or video-simulation (N= 25) group. Results revealed that both methods proved beneficial for increasing knowledge and clinical judgment skills. Participants trained using video-simulation training documented …