Date of Award

Fall 12-1-2015

Degree Type

Thesis

Degree Name

Master of Science (MS)

Department

Respiratory Therapy

First Advisor

Robert B. Murray

Second Advisor

Dr. Lynda T. Goodfellow

Third Advisor

Ralph D. Zimmerman

Abstract

Background: Patient simulations have become a basis of training for numerous health care professions. In the field of Respiratory Therapy (RT), it has been proven to influence and motivate the students in proactively participating in learning through the use of clinical demonstrations and technology. However, there remains a limited number of studies that investigate the impact of simulation in RT. PURPOSE: The aim of this study was to determine the perceptions of RT students at an urban university on what they have learned from their patient simulation sessions. METHODS: A self-reporting descriptive survey was used. It was a modification of the Student Satisfaction and Self-confidence in Learning NLN/Laerdal Research tool. The participants included 34 undergraduate and graduate RT students from the Georgia State University. RESULTS: With a response rate of 88.2%, the majority of the RT students were satisfied with their present learning and felt supportive of simulation experience, availability and access to various learning materials and activities, simulation as their motivation, and the way instructors taught the simulation. It also revealed that self-confidence and enthusiasm in learning increased with simulation activities. Majority of RT students perceive simulation education as a helpful and effective teaching method (x̅ 3.13 SD ± 0.73). RT students perceive developing the skills and obtaining the required knowledge from simulation to perform necessary tasks in the clinical setting as the most important clinical benefit they acquire from simulation education (x̅ 3.16, SD ± 0.74). The RT students also believe it is their responsibility to learn what is needed to know from simulation activity and they agree that they know how to get help when they do not understand the concepts covered in the simulation (x̅ 3.53, SD ± .50). CONCLUSION: RT students agree that patient simulations are beneficial and effective as a supportive learning method in their learning. They also agreed that simulation activities increase their self-confidence and enthusiasm in learning, but further research and studies about simulations should be encouraged in order to determine its future importance in preparing future RT professionals in real clinical settings and clinical exploration.

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