Prolonged Impact of Simulation Education on Athletic Training Students’ Perceived Self-Confidence in Recognizing and Managing Exertional Heat Stroke: A Follow-up Study

Authors

Hannah L. Stedge, Weber State UniversityFollow
Valerie Herzog, Weber State UniversityFollow
Beth L. Kinslow, University of Wisconsin-Stevens PointFollow
Malissa Martin, Rocky Mountain University of Health ProfessionsFollow

Abstract

Purpose: Research on simulation education in athletic training has shown promise for preparing future clinicians with clinical skills, confidence, and patient communication after initial interventions. Little is known regarding the lasting impact of these simulation interventions. Recent qualitative studies have explored the longitudinal impact of simulation interventions on athletic trainers’ professional clinical practice. The purpose of this study was to investigate the long-term effects of simulation education on self-confidence in recognizing and managing exertional heat stroke (EHS) among athletic training students (ATS) 18 months after their initial simulation encounters. Method: This study used a non-experimental, exploratory research design. Participants were 24 second-year professional Master of Athletic Training students. These students completed a simulated EHS encounter with either a high-fidelity (HF) (n=10) manikin or a standardized patient (SP) (n=14) 18 months prior to this follow-up study. The Athletic Trainer’s Self-Confidence Scale (ATSCS) was issued as the outcome measure. Results: Friedman’s ANOVA revealed a main effect for time. Results of a post-hoc test identified statistically significant differences between the pre-intervention ATSCS in 2022 and the 18-month follow-up ATSCS in 2024. There were no statistically significant differences between the post-intervention ATSCS in 2022 and the 18-month follow-up ATSCS in 2024. These results indicated the self-confidence improvements gained in 2022 were retained until April 2024. Conclusions and future recommendations: An EHS simulation intervention through either HF or SP encounters provided lasting benefits to ATS’ self-confidence, which may prepare them for their transition to clinical practice. Future research should investigate the impact of simulation education on athletic trainers’ transition to practice 3-5 years after their professional education.

Author Bio(s)

Hannah L. Stedge, PhD, LAT, ATC is an Assistant Professor and the Rehabilitation Sciences Program Director in the Dumke College of Health Professions at Weber State University. She is also a licensed athletic trainer in the state of Utah.

Valerie W. Herzog, EdD, LAT, ATC is the Chair of the Department of Athletic Training and Brady Presidential Distinguished Professor in the Dumke College of Health Professions at Weber State University. She is also a licensed athletic trainer in the state of Utah.

Beth Kinslow, DSc, ATC is the Health Science and Wellness Program Director and Athletic Training Faculty in the School of Health Sciences and Wellness at University of Wisconsin - Stevens Point. She is also a licensed athletic trainer in the state of Wisconsin.

Malissa Martin, EdD, AT-Ret is the Executive Vice President for Academic Affairs and the Provost at Rocky Mountain University of Health Professions. She is a retired athletic trainer.

Recommended Citation

Stedge HL, Herzog V, Kinslow BL, Martin M. Prolonged Impact of Simulation Education on Athletic Training Students’ Perceived Self-Confidence in Recognizing and Managing Exertional Heat Stroke: A Follow-up Study. The Internet Journal of Allied Health Sciences and Practice. 2025 Apr 15;23(2), Article 1.