Date of Conferral

5-19-2025

Date of Award

May 2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Debra Tyrrell

Abstract

Surgical technology education is critical in equipping individuals for healthcare careers; however, educators in the field have recognized that a gap in practice exists regarding clinical preparedness between surgical technologists and other healthcare professionals. This study’s research explored faculty perspectives on implementing high-fidelity simulation (HFS) in surgical technology curricula, highlighting the importance of this issue for educators and program directors who seek to enhance the training of future surgical technologists. This basic qualitative study, guided by the technology acceptance model (TAM), examined how researchers and faculty using TAM perceived HFS and its effects on student learning and readiness. Two key research questions were focused on the usability of high-tech learning tools for surgical technology students and faculty perspectives regarding HFS for teaching and assessment. Data collection included semistructured interviews with 15 surgical technology faculty program directors. Thematic analysis with open narrative coding revealed that they viewed HFS as an essential resource that enhances student success and learning outcomes. Participants perceived that HFS facilitates interactive learning experiences and provides immediate feedback, significantly aiding assessment processes. They stated that embracing HFS in surgical technology education improves students’ training experiences. Recommendations included surgical technology program directors advocating for adopting HFS within curricula to foster faculty buy-in and elevate learner engagement. By informing surgical technology educators about the benefits of simulation-based training, this research can contribute to positive social change by empowering faculty to implement these improvements and better prepare students for their roles.

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