Dissertations and Theses @ UNI

The Effect of High-Emotion Simulator Training on Students’ Reaction Time in Response to Infant Stress Cues During a Simulated Bottle Feeding

Availability

Thesis (Electronic Copy Not Available)

Abstract

Preterm infants are one of the most fragile populations treated by speech-language pathologists, however untreated feeding and swallowing difficulties can lead to devastating outcomes (Broadfoot & Estis, 2020; Ferguson & Estis, 2018; Wagner, 2016). Graduate speech-language pathology students who will one day be responsible for the care of infants in the neonatal intensive care unit (NICU) must be adequately trained with the necessary knowledge and skills to treat this complex population (Lefton-Greif & Arvedson, 2016).

The present study compared the use of high-emotion simulation versus lecturebased training to teach bottle feeding skills, and accurate identification of infant stress cues during a simulated feeding. Group 1 (n=5) received an hour-long, hands-on training with a high-emotion preterm infant simulator, and Group 2 (n=5) received an hour-long lecture, accompanied by video clips and demonstrations on a static baby doll. All participants performed a 10-minute simulated bottle feeding at pre- and post-training, which were recorded. Both accuracy of identification and the speed of reaction to stress cues were analyzed.

Outcomes were measured using Fisher’s exact tests to compare accuracy of identification between groups and log-rank tests to compare reaction time differences from pre- to post-training (including a censored ceiling value of 15 seconds). Results at post-training are as follows: (1) significant group differences in accuracy of identification for inverted breathing and wet cry stress cues; (2) significant group differences in exclamatory reaction times for the inverted breathing cue; (3) significant group differences in naming reaction times for the inverted breathing and wet cry cues; and (4) no significant group differences in bottle tilt reaction times. Group differences across inverted breathing and wet cry cues warrant further research regarding optimal training techniques for stress cues, and for coordination of both physical and cognitive demands while bottle-feeding preterm infants.

Year of Submission

2024

Degree Name

Master of Arts

Department

Department of Communication Sciences and Disorders

First Advisor

Laura Pitts

Date Original

5-2024

Object Description

1 PDF (vi, 46 pages)

Language

en

Electronic copy is not available through UNI ScholarWorks.

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