Browsing by Author "Cates, Leigh Ann"
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Item Constructing the Cornerstones for C.A.T.E.S.Cates, Leigh Ann; Bishop, Sheryl; Verklan, Terese; Armentrout, Debra; Arnold, Jennifer; Doughty, CaraConstructing the Cornerstones for C.A.T.E.S. Publication No._____________ Leigh Ann Cates, PhD The University of Texas Medical Branch, 2014 Supervisor: Sheryl L. Bishop The objective of this study was to establish content and face validity for C.A.T.E.S. (Competency, Assessment, Technology, Education, & Simulation) through four specific aims: 1) identify which dimension (cognitive, technical, or behavioral) of Neonatal Nurse Practitioner (NNP) competency accurately reflects each of the global statements; 2) map each of the global statements to a National Association of Neonatal Nurse Practitioners (NANNP) core competency domain; 3) define the operational definitions for the novice to expert performance subscales, and 4) determine the essential scenarios to assess multidimensional competency of NNPs. The approach was a Real Time Delphi (RTD) Method, a technologically based single round survey process providing simultaneous delivery of each of the participant’s responses as answers are submitted. This method allowed each participant to have immediate cognitive examination of their responses compared anonymously with other participants’ responses. The sample consisted of NNPs, simulation specialists, neonatal clinical nurse specialists, healthcare educators and experts in simulation instrumentation. The percentage of participant agreement for each answer was calculated, and those answers that received 80 % or greater agreement were identified as eligible to forward to future studies, while those with less than 80 % were identified for revision. The findings aided in establishing content and face validity for C.A.T.E.S. as a viable tool to evaluate multidimensional competency.Item Validating Targeted Behavioral Markers for Teamwork Skill and Performance Outcomes in SimulationChisholm, Leann Jeanette; Verklan, Terese; Bishop, Sheryl; Wiggs, Carol; Cates, Leigh Ann; Boudreaux, Bill; Kilgore, RachelThe National Academy of Medicine, formerly the Institute of Medicine, asserts healthcare providers must demonstrate competency in teamwork (IOM, 2001). TeamSTEPPs® is a comprehensive instructional framework developed by the Agency for Healthcare Research and Quality and Department of Defense to teach and evaluate teamwork (King et al., 2008). TeamSTEPP’s® evaluation instruments include the Teamwork Attitudes Questionnaire, Teamwork Perceptions Questionnaire, and the Teamwork Performance Observation Tool (TPOT). Assessment of teamwork perceptions and attitudes can be used to indicate the effectiveness of team training (Brock et al., 2013). The TPOT (AHRQ, 2014a) was designed to objectively measure teamwork skill performance but has not been sufficiently studied. This methodological study seeks to demonstrate the viability of the Team Performance Observation Tool enhanced with Targeted Behavioral Markers (TBMs) as a sensitive and valid measure of teamwork performance and a superior approach to teamwork assessment without behavioral markers. A multitrait-multimethod research design will be used with an exemplar convenience sample of baccalaureate nursing students to correlate results from the TPOT and behavioral markers instruments, teamwork perceptions, teamwork attitudes, and the National League for Nursing (NLN) Simulation Checklist for convergent validity and with the Clinical Skills Self-efficacy Scale for divergent validity. Outcomes identified further needed refinement for rigorous psychometric evaluation for the TPOT and provided mixed support for validation of specific TBMs to measure desired teamwork performance outcomes.