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Abstract

Purpose: The purpose of this study was to determine if use of a task trainer in physical therapy education improves the self-efficacy and accuracy of students when assessing blood pressure measurements. Methods: Participants from consecutive cohorts of Doctor of Physical Therapy (DPT) students (38 students per cohort) participated in the first semester of their first year of study in a DPT program. The study was conducted concurrently with the course in which the measurement of blood pressure and pulse rate are typically taught. In addition to traditional classroom instruction and lab practice for both groups, the experimental group also had access to the Laerdal® Blood Pressure Training Arm during lab practice and open lab sessions. To evaluate the effectiveness of this teaching model, two main outcomes were assessed: self-efficacy and accuracy. Self-efficacy was assessed with a two-question survey given at three intervals during training. Accuracy was assessed via a skills check of blood pressure measurement using high-fidelity manikins. Results: Across both groups, students improved in the self-efficacy and confidence in their accuracy. There was not a statistically significant difference between groups. When actual blood pressure assessment accuracy was measured, the experimental group demonstrated an accuracy of 94.1±7.8% while the control group had an accuracy of 94.9±6.4% (p=.77). Both groups demonstrated acceptable technique and accuracy. Conclusion: Both methods of teaching the assessment of blood pressure were equally effective in increasing student self-efficacy and accuracy. Consideration to what may have contributed to similar findings across groups is critical for an improved understanding of the value of incorporating simulation in physical therapy education. Given the effectiveness of both methods, the use of simulation to teach blood pressure assessment may have additional benefits to some students and improve efficiency of teaching, allowing faculty to be more attentive to student needs during the practice of these skills.

Author Bio(s)

Daniel C. Dale, PT, DPT, CHSE is a Clinical Assistant Professor and Assistant Director of Clinical Education in the College of Health Professions, Department of Physical Therapy at Mercer University in Atlanta, GA. He is a licensed physical therapist in the state of Georgia and a certified healthcare simulation educator.

Deborah M. Wendland, PT, DPT, PhD, is an Associate Professor in the College of Health Professions, Department of Physical Therapy at Mercer University in Atlanta, GA. She is also a licensed physical therapist in the state of Georgia and a certified pedorthotist.

Tiffany Haney, PT, DPT, is an Adjunct Professor in the College of Health Professions, Department of Physical Therapy at Mercer University in Atlanta, GA. She is also a licensed physical therapist in the state of Georgia.

Acknowledgements

This work was supported by the Mercer University College of Health Professions Scholarship of Teaching and Learning Grant.

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