Department of Audiology Faculty Articles

Audiology and Speech-Language Pathology Simulation Training on the 1-3-6 Early Hearing Detection and Intervention Timeline

ORCID

0000-0003-4997-0270, 0000-0001-6770-4377

Publisher

American Speech-Language-Hearing Association

ISSN

1558-9137

Publication Date

6-2019

Keywords

adult, audiology, clinical competence, curriculum, female, hearing aids, hearing loss, sensorineural, humans, infant, newborn, interdisciplinary placement, male, neonatal screening, patient simulation, self-evaluation programs, sign language, simulation training, speech-language pathology, time factors, young adult

Abstract

Purpose: This study aimed to find out more about the effect of the use of the 1-3-6 early hearing detection and intervention (EHDI) timeline and interprofessional simulation training on audiology and speech-language pathology graduate students' confidence level of knowledge and skills.

Method: A 1-group pretest–posttest quasi-experimental study design was used to assess self-ratings of confidence in knowledge and skills. The mean age for 50 graduate students participating in this study was 25.32 years (SD = ±3.77, range: 22–37 years). Participants completed a pre- and postevent questionnaire in which they rated their level of confidence for specific knowledge and skills. Three case scenarios represented by standardized parents were developed, and 8 students volunteered to participate in implementing the 1-3-6 EHDI timeline, whereas others participated as observers. All participants participated in the briefing and debriefing sessions immediately before and after each scenario. Participants were asked to rate their readiness for interprofessional education/practice and their satisfaction of the educational experience after the last case scenario.

Results: Overall, the pre- and postsimulation event questionnaire revealed a significant improvement in the participants' self-rated confidence levels in knowledge and skills. The mean difference between pre- and postevent scores was 0.78 (p < .01). The mean interprofessional learning was 2.13 (range: 1.16–2.57, SD = ±0.24) based on a Likert scale, where 1 = strongly agree and 5 = strongly disagree. The mean satisfaction level was 4.37 (range: 3.94–4.72, SD = ±0.24) based on a Likert scale, where 1 = not satisfied and 5 = very satisfied.

Conclusions: The results demonstrated the value of using interprofessional simulation training among audiology and speech-language pathology students to improve their confidence in knowledge and skills. The curriculum developed in this study for the 1-3-6 EHDI timeline provides resources for educators in both professions and other related professions.

DOI

10.1044/2019_AJA-18-0185

Volume

28

Issue

2

First Page

348

Last Page

361

Disciplines

Communication Sciences and Disorders | Medicine and Health Sciences | Speech and Hearing Science | Speech Pathology and Audiology

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Peer Reviewed

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