Enhancing nursing students’ readiness for professional practice with multi patient simulations using telehealth to create opportunities for interprofessional collaboration

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Powers, K., & Neustrup, W. (2022). Enhancing nursing students’ readiness for professional practice with multi patient simulations using telehealth to create opportunities for interprofessional collaboration.
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Description

Healthcare is provided by diverse interprofessional teams. To narrow the gap between education and practice it is vital for pre-licensure nursing students to practice collaborating with other healthcare team members. However, students report few experiences with interprofessional collaboration prior to graduation, both at UNC Charlotte and nationally. This project seeks to improve student learning outcomes by providing opportunities to practice communicating and collaborating with other health professionals using simulation augmented with telehealth technology, thereby addressing the School of Nursing (SON) goal of increasing use of simulation technology and the College of Health and Human Services (CHHS) goals of promoting innovation and interdisciplinary approaches. A mixed methods approach will be utilized to examine using simulations with telehealth to facilitate interprofessional collaboration for baccalaureate nursing students. Aims are to: 1) evaluate the effect of the simulations on students’ attainment of interprofessional collaboration competencies and amount of collaboration in the clinical setting, 2) explore students’ simulation experiences and perceived readiness to transition to practice as part of an interprofessional team, and 3) assess students’ satisfaction and self-confidence following the simulations. The study intervention is two telehealth-augmented, multi-patient interprofessional simulations with standardized patients. Data will be collected at four timepoints in Spring 2019. Quantitative measures will include the Interprofessional Collaborative Competency Attainment Survey, self-reported amount of clinical interprofessional collaboration, and Student Satisfaction and Self-Confidence in Learning instrument. Repeated-measures ANOVA will be used to detect significant changes. Focus groups will be conducted to explore students’ simulation experiences and perceived readiness for interprofessional practice.

Details
Title

Enhancing nursing students’ readiness for professional practice with multi patient simulations using telehealth to create opportunities for interprofessional collaboration

Author(s)

Powers, Kelly
Neustrup, Wendy

UNC Charlotte Affiliate Type

Faculty

Publisher

UNC Charlotte, Center for Teaching and Learning

Extent

1 online resource

Date Created

2022

Material Type

Presentation

Genre

presentations (communicative events)

Resource Type

text

Abstract

Healthcare is provided by diverse interprofessional teams. To narrow the gap between education and practice it is vital for pre-licensure nursing students to practice collaborating with other healthcare team members. However, students report few experiences with interprofessional collaboration prior to graduation, both at UNC Charlotte and nationally. This project seeks to improve student learning outcomes by providing opportunities to practice communicating and collaborating with other health professionals using simulation augmented with telehealth technology, thereby addressing the School of Nursing (SON) goal of increasing use of simulation technology and the College of Health and Human Services (CHHS) goals of promoting innovation and interdisciplinary approaches. A mixed methods approach will be utilized to examine using simulations with telehealth to facilitate interprofessional collaboration for baccalaureate nursing students. Aims are to: 1) evaluate the effect of the simulations on students’ attainment of interprofessional collaboration competencies and amount of collaboration in the clinical setting, 2) explore students’ simulation experiences and perceived readiness to transition to practice as part of an interprofessional team, and 3) assess students’ satisfaction and self-confidence following the simulations. The study intervention is two telehealth-augmented, multi-patient interprofessional simulations with standardized patients. Data will be collected at four timepoints in Spring 2019. Quantitative measures will include the Interprofessional Collaborative Competency Attainment Survey, self-reported amount of clinical interprofessional collaboration, and Student Satisfaction and Self-Confidence in Learning instrument. Repeated-measures ANOVA will be used to detect significant changes. Focus groups will be conducted to explore students’ simulation experiences and perceived readiness for interprofessional practice.

Subjects--Topics

Medical telematics
Nursing--Study and teaching
Education, Higher

Language

English

Permalink

http://hdl.handle.net/20.500.13093/work:277

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