Radiographer Level of Simulation Training, Critical Thinking Skills, Self-Efficacy, and Clinical Competence

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Autor/in	Chiu, Jennifer G.
Titel	Radiographer Level of Simulation Training, Critical Thinking Skills, Self-Efficacy, and Clinical Competence
Quelle	(2013), (145 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Dowling College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3034-7714-0
Schlagwörter	Hochschulschrift; Dissertation; Radiology; Health Education; Health Personnel; Simulation; Critical Thinking; Thinking Skills; Self Efficacy; Competence; Paraprofessional Personnel; Patients; Clinical Diagnosis; Factor Analysis; Scores; Scoring Rubrics; Training Methods; Evaluation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Radiologie; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Medizinisches Personal; Simulation program; Simulationsprogramm; Kritisches Denken; Denkfähigkeit; Self-efficacy; Selbstwirksamkeit; Kompetenz; Laienhelfer; Patient; Faktorenanalyse; Scoring formulas; Auswertungsbogen; Didaktik; Trainingsmaßnahme; Evaluierung
Abstract	Radiography is an essential part of the healthcare continuum and ensuring the competency of each technologist is essential. A clinically competent technologist is vital in achieving quality diagnostic images to accurate diagnosis disease and pathology to develop treatment plans leading to improved patient outcomes. The purpose of this study was originally to investigate the relationship among radiographers critical thinking skills on the dimensions of assessment and evaluation, general self-efficacy, radiographer self-efficacy and clinical competence. The results of the factor analysis demonstrated three emerging different variables instead of the intended four. The emerging variables were perceptions of self-efficacy, critical thinking skills in image evaluation, and critical thinking skills in patient assessment. The purpose of the study was revised to investigate the relationship among radiographers perception of their self-efficacy, their critical thinking skills on image evaluation, their critical thinking skills on patient assessment and clinical competence. Clinical competence was measured by responses to multiple choice situational questions and a self-reported ARRT examination score. Additionally, radiographers' perceptions of their self-efficacy, critical thinking skills on image evaluation, and critical thinking skills on patient assessment as a student were compared by level of simulation training. Radiographer responses were contrasted across four levels of simulation using rubric descriptions to obtain self-reported distinctions in their simulation training levels as a radiography student. Furthermore, radiographer responses were compared and analyzed by level of education. The results indicated a positive relationship between higher perceptions of self-efficacy, increased critical thinking skills, and clinical competence. Simulation training was found to increase a radiographers' perceived self-efficacy and further develop their critical thinking skills in both patient assessment and image evaluation. Level of education did not affect their perception of self-efficacy, ability to critically think, or their level of competence. Findings from this study support the need to increase simulation training and further develop simulated activities in radiography programs. Areas of weakness were identified for each level of simulation. Radiography programs can assess their level of simulation training and place emphasis on the identified areas of weakness. Further research is needed to improve the structure, facilitation, and assessment of simulation activities. Additionally, teaching methods and assessment measures to increase student radiographers' self-efficacy and critical thinking skills should be researched. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01