The Science Journal of the American Association for Respiratory Care

2012 OPEN FORUM Abstracts

CLINICAL SIMULATION LABORATORIES: THE DISCONNECT BETWEEN THEIR APPLICATION IN ACADEMIC AND CONTINUING EUCATION ENVIRONMENTS.

Shane Keene1, Randy Byington1, Caitlin Carney1, Vickie Carver2; 1Cardiopulmonary Science, East Tennessee State University, Telford, TN; 2Cardiopulmonary, Bristol Regional Medical Center, Bristol, TN

Widely used in the academic preparation of respiratory therapists, the purpose of this study was to determine what factors are deterring the use of clinical simulation labs for the purpose of continuing education for respiratory therapists in hospitals in Northeast Tennessee and Southwest Virginia. Using survey methodology, the project evaluated the perceptions of leaders in health care administration regarding the use of clinical simulation labs to determine if their opinions differed from those of respiratory therapists. The findings of this study indicate that respiratory therapists prefer to be engaged in learning activities provided for their continuing education, and that they believe that the use of clinical simulation laboratories is a valuable technique available to assist with their learning. While no differences were found between administrators and therapists regarding the awareness of the use of simulation lab training (alpha=.05, p=.589), administrators indicated significantly stronger beliefs regarding the efficacy of simulation lab training than did respiratory therapists (alpha= .05, p=.026). Surprisingly, administrators ranked the efficacy of simulation laboratory training higher than did respiratory therapists. The administrators responding have moved beyond the awareness stage of change and are actively engaged in evaluating the feasibility of providing training using this emerging technology. Sponsored Research - None