Career development

The purpose of this explanatory sequential mixed methods study was threefold.
First, this study compared the effects of two different simulation-based instructional
strategies on athletic trainers’ clinical competence in performing cardiovascular screening
with cardiac auscultations. Second, this study identified the athletic trainers’ perceptions
of learning through simulation-based instructional strategies. Third, this study attempted
to identify and offer instructional recommendations based on the outcomes.
The quantitative phase analyzed cognitive and diagnostic reasoning knowledge
and history-taking and clinical skills specific to cardiovascular screenings with cardiac
auscultations as it was taught to athletic trainers (ATs) at a continuing professional
education (CPE) course. The quantitative results found that high-fidelity and low-fidelity
simulation-based instructional strategies significantly increased cognitive and diagnostic
reasoning knowledge and history-taking and clinical skill from pre-test to post-test assessment on all dependent variables. When comparing the two fidelity types to each
other, the analysis found that the participants in the high-fidelity simulation group gained
significantly more skill when compared to the low-fidelity group.
In the qualitative analysis of this study, three themes emerged specific to the
perceptions of the athletic trainers’ experiences as they learn through simulation-based
instructional strategies. The first theme that emerged was a clear indication that
participants’ exhibited positive perceptions of learning through simulation-based
instructional strategies. The second theme that emerged was that the high-fidelity
simulation experience during the pre-assessment and post-assessment raised an
awareness of the deficit of knowledge and skills in performing a comprehensive
cardiovascular screening with cardiac auscultations. Lastly, the third theme that emerged
was specific to the perceived limitations in the effectiveness of low-fidelity simulation
and the perceived strengths in the effectiveness of high-fidelity simulation.
A few instructional recommendations emerged from this dissertation study.
Simulation-based instructional strategies are an ideal teaching method to utilize during
continuing professional education courses with athletic trainers. Specifically, this study
identified that both, high-fidelity and low-fidelity simulation, are effective in teaching
cardiovascular screening with cardiac auscultations. Additionally, the participants
perceived influences of a pre-test on the identification of their knowledge and skills
deficit suggests that there are benefits of utilizing an authentic simulation pre-test as part
of CPE courses.

This multi-site case study focused on principals who participated in a unique professional development model: a learning community. The study was twofold. First, research was conducted in order to describe the experiences and perceptions of principals involved in a professional learning community and second, to understand how participation in a professional learning community influences principals' thinking and leadership practice. This inquiry was conducted in two districts located in the northeast and southeast parts of the United States. The sample consisted of twenty-one participants: sixteen principals, four learning community coaches, and one administrative director. Data was collected from 21 interviews, 39 hours of observations, and 66 documents. The study revealed nine major findings. The research found that the learning community provided a new level of professional development for principals and eliminated isolation. It was found that the demands of the principal's position limit the depth of involvement. The role of the learning community coach is significant. It was also found that challenges exist in sustaining the learning community. Goals of the learning community emerged as the group developed and perceptions of principals' work varied. Further, membership in the learning community fostered the principal's role as lead staff developer. Finally, there was evidence that changed professional practice and thinking exists for principals who participated in the learning community. Recommendations for design, establishing a system of accountability, promoting district and state support, and future research are provided. The design of the learning community needs a clearer, more defined role of the principal. A system of accountability, including documentation and evidence of improved performance may assist by giving credibility to the model. Documentation and evidence may also enlist the support of the district and state, which is greatly needed for sustaining this model. Finally, further research is needed regarding professional development for principals, particularly learning communities.