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Educational Technology Use in Neurodiagnostic Clinical Skills Training Margaret Ann Marsh-Nation Walden University

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Educational Technology Use in Neurodiagnostic Clinical Skills Training Margaret Ann Marsh-Nation Walden University Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2019 Educational Technology Use in Neurodiagnostic Clinical Skills Training Margaret Ann Marsh-Nation Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Curriculum and Instruction Commons, Instructional Media Design Commons, and the Neuroscience and Neurobiology Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Education This is to certify that the doctoral dissertation by Margaret Ann Marsh-Nation has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Carla Johnson, Committee Chairperson, Education Faculty Dr. Michael Marrapodi, Committee Member, Education Faculty Dr. Danielle Hedegard, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2019 Abstract Educational Technology Use in Neurodiagnostic Clinical Skills Training by Margaret Ann Marsh-Nation MS, Walden University, 2011 BS, Capella University, 2009 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Technology Walden University February 2019 Abstract The current shortage of clinical sites for neurodiagnostic technology (NDT) students is limiting enrollments and subsequently limiting graduates from NDT schools in the U.S. A lack of knowledge or consensus concerning the use of educational technology in NDT clinical skills training prompted this investigation. The purpose of this study was to explore the use of educational technology in providing NDT clinical skill training. This qualitative Delphi study was guided by experiential learning theory and cognitive constructionist epistemology. Thirty expert panelists were recruited to rate the effectiveness of educational technology methods in addressing neurodiagnostic competencies for electroencephalography. Twenty-four completed round one, twenty-two completed round two and nineteen completed the third and final round. The competencies were derived by combining national competencies or practice analysis from the United States, Australia, Canada and the United Kingdom for neurodiagnostic technologists performing electroencephalography (EEG). Results of the three rounds of the Delphi study were processed using the mean value and interquartile deviation for evaluation of consensus. Consensus among the expert panelists supported the potential effectiveness of educational technology to address neurodiagnostic graduate competencies for technologists performing EEG. In conclusion, the expert panel consensus was NDT clinical skills for performing EEG can be addressed using educational technology, followed by a post-graduate clinical residency. Using educational technology and a post- graduate residency could increase school capacity. An increase in graduate numbers would help sustain the existing schools, better supply the profession, and increase public access to quality neurodiagnostic care. Educational Technology Use in Neurodiagnostic Clinical Skills Training by Margaret Ann Marsh-Nation MS, Walden University, 2011 BS, Capella University, 2009 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Technology Walden University February 2019 Dedication I want to thank the panelists in my Delphi study for giving their time and sharing their expertise in neurodiagnostics and educational technology. I could not have done the study without their help. Thank you for your dedication to the completion of my research project. I dedicate this dissertation research project to my friends around the world who share my love for the field of neurodiagnostics. I learned from selfless professionals who shared their knowledge and generously gave time to my education, namely Bebe McGee Dotter, R. EEG T. and Danny Bartel, M.D. It has been my pleasure and privilege to help dedicated NDT professionals in their educational pursuits. I have especially enjoyed working with NDT professionals in Ethiopia, Gebremichael Werede Tesfay, Hareg Gebremedhin and Tedros Kahsay, who helped me demonstrate that more can be taught at a distance than many in the field thought. I also dedicate this research to my professional colleagues Isiaka Amoo and Murtala Bankole in Nigeria, Elsa Yenshe in South Africa, John Chiwata, Leokadia Tarimo, and Peter Katyali in Tanzania. Their dedication and enthusiasm inspire everyone around them. I want to especially dedicate my work to the global Neurodiagnostic leaders I have met through the OrganiZation of Societies of Electrophysiological Technology. OSET is a global organiZation promoting education in neurodiagnostics around the world and it has been an honor to have served as president of this noble organiZation. I will cherish my OSET friendships always. Special thanks to Daniel Teguo who connected me with neurodiagnosgtic students in Africa through his Global OrganiZation of Health Education. He is tirelessly dedicated to bringing teachers and students together, providing instruments and books to the expanding numbers of NDT professionals around the world. The study of neurodiagnostics and the professionals in the field continue to amaZe and challenge me daily. Acknowledgments I wish to thank Carla Lane-Johnson Ed.D. and Michael E. Marrapodi Ed.D. for their patience, guidance, and mentoring. I would also like to thank my husband William C. Nation for doing my chores and supporting me in every way, during graduate school and life in general. Table of Contents List of Tables .......................................................................................................................v List of Figures .................................................................................................................... vi Chapter 1: Introduction to the Study ....................................................................................1 Background ....................................................................................................................2 Problem Statement .......................................................................................................10 Purpose of the Study ....................................................................................................11 Research Questions ......................................................................................................12 Conceptual Framework ................................................................................................12 Nature of the Study ......................................................................................................13 Types and Sources of Data ................................................................................... 14 Sample SiZe ........................................................................................................... 15 Definitions ....................................................................................................................15 Assumptions .................................................................................................................18 Scope and Delimitations ..............................................................................................18 Limitations ...................................................................................................................19 Significance ..................................................................................................................20 Summary ......................................................................................................................20 Chapter 2: Literature Review .............................................................................................21 Introduction ..................................................................................................................21 Literature Search Strategy ............................................................................................21 Conceptual Framework ................................................................................................24 Experiential Learning Theory ............................................................................... 24 i Cognitive Constructivist Epistemology ................................................................ 25 Literature Review Related to Key Variables and/or Concepts ....................................27 Use of Educational Technology in Clinical Skills Training ................................. 27 Clinical Reasoning and Critical Thinking Skills Instruction ................................ 28 Summary of Clinical Skills and Application to Neurodiagnostics ....................... 30 Assessment of Critical Thinking ........................................................................... 31 Sequencing Practice and Theory Training ............................................................ 34 Learning Based on a Problem, Case Study, Story or Scenario ............................. 36 Simulation
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