Abstract
Purpose: This study aimed to assess the impact of in-person observation, in conjunction with didactic lectures, on students' perceived knowledge of speech-language pathology's (SLP) role and the roles of other healthcare professionals within the Neonatal Intensive Care Unit (NICU).
Method: Data for this study were initially collected for educational purposes and were later retrospectively analyzed with Institutional Review Board (IRB) approval. Ten participants who met the inclusion criteria underwent a didactic lecture on SLPs in the NICU followed by observing an SLP in action at a local NICU. Participants completed multiple surveys, allowing for a comparison of their perceived knowledge before and after in-person observation.
Results: Participants reported increased self-perceived knowledge regarding the involvement of interdisciplinary team members in a NICU setting (Q3, Q11) and heightened self-reported training on the role of SLPs in the NICU post-observation. However, for five questions (Q2, Q4, Q7, Q8, Q10), mean scores increased from pre-lecture to post-lecture, only to decrease from post-lecture to post-observation.
Conclusions: This study's findings suggest that students exhibit an improved overall understanding of the composition of NICU interdisciplinary teams and report a heightened sense of training when exposed to a combination of didactic lectures and experiential learning.
Recommended Citation
Black, Megan M.; Perkins, Natalie A.; and McDaniel, Valerie F.
(2024)
"Unlocking the Power of Experiential Learning: Student Reported Changes Following Combined NICU Instruction,"
Pacific Journal of Health: Vol. 7:
Iss.
1, Article 8.
DOI: https://doi.org/10.56031/2576-215X.1055
Available at:
https://scholarlycommons.pacific.edu/pjh/vol7/iss1/8
Included in
Higher Education Commons, Medical Education Commons, Rehabilitation and Therapy Commons, Speech Pathology and Audiology Commons
