Does Participation in Simulations Improve NBRC Score,Increase Confidence,and Enhance Critical Thinking Skills for Respiratory Care Students?

Abstract

Background:

Using simulations as a teaching method for respiratory care students is a growing trend among respiratory care programs. The purpose of this study was to examine whether or not students who participate in simulations during their time in a respiratory program have improved test scores and pass rates, increase confidence, and enhance critical thinking skills. The graduates who participated in simulations underwent a change from the traditional teaching method to a flipped classroom style of teaching. Additionally, these same graduates took the NBRC exam which was updated in 2015.

Methods:

A 10 question survey was sent to graduates from the years 2012 through 2017 of a respiratory care program. The graduates from the years 2012, 2013 and 2014 were not actively involved in simulations as part of the education. The graduates from years 2015, 2016 and 2017 were scheduled multiple simulation days each semester as part of the clinic course. The graduates from the classes that were involved in simulations were asked if they believed participation in simulations increased confidence, as well as critical thinking skills, while the graduates that were not involved in simulations were asked if they felt simulations would have increased confidence and critical thinking skills. Additionally, information was obtained from the NBRC regarding graduates from this program that graduated in the years stated above. Information assessed included year graduated and graduates’ credentials.

Results:

Survey results revealed graduates who participated in simulations felt it increased their confidence as well as critical thinking skills; whereas the graduates who did not participate in simulations felt that participating would have increased their confidence and critical thinking skills. The NBRC results revealed the following information: of the graduates that participated in simulations, 21% are CRT, 61% are RRT and 18% are not credentialed. Of the graduates that did not participate, 23% are CRT, 54% obtained the RRT credentials and 23% are not credentialed.

Conclusions:

The use of simulations as a teaching tool in respiratory care programs, not only improves NBRC exam pass rates, but also increases confidence and critical thinking skills in respiratory care students.