Degree Name
MS (Master of Science)
Program
Communicative Disorders
Date of Award
5-2015
Committee Chair or Co-Chairs
Neina Ferguson
Committee Members
Brenda Louw, Kerry Proctor-Williams
Abstract
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 a greater number of distress signs. The use of patient simulators to train graduate level speech-language pathology students to use correct clinical judgment for managing abnormal feeding behavior is efficacious.
Document Type
Thesis - unrestricted
Recommended Citation
Ewing, Jamesa R., "Training Clinical Judgment Skills for Interpreting Feeding Behavior in Preterm Infants: A Comparison of Video and In Vivo Simulation" (2015). Electronic Theses and Dissertations. Paper 2522. https://dc.etsu.edu/etd/2522
Included in
Maternal, Child Health and Neonatal Nursing Commons, Speech Pathology and Audiology Commons