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Education

Nuts and Bolts of Implementing Simulated IP Telehealth Experiences

Thursday, June 13, 2024
10:30 AM - 11:15 AM East Coast USA Time
Location: Ballroom C
Disclosure(s):
Sherrie A. Hafley, MSN, RN, CHSOS: No financial relationships to disclose
Tedra S. Smith, DNP, CPNP-PC, CNE, CHSE: No financial relationships to disclose
Deborah Bowers, DNP, DMin, MDiv, CRNP, FNP-C: No financial relationships to disclose
Rebekah D. Day, MSN, CRNP, ACNPC-AG: No financial relationships to disclose
Rachael Bruce, MSN, MPH, CRNP, NP-C, CNE: No financial relationships to disclose
Penni I. Watts, PhD, RN, CHSE-A, FNAP, ANEF, FSSH, FAAN: No financial relationships to disclose
Abstract : Background/Introduction/Gaps. The use of telehealth has significantly increased in the clinical setting. While nurses are tasked with using telehealth, many have little experience. By integrating interprofessional telehealth simulation into the BSN program, students will gain hands-on experience working with medical students and providers in conducting telehealth.
Purpose – The purpose of this project is to educate pre-licensure nursing students in collaboration with providers and medical students on the use of telehealth in the primary care setting through didactic education and simulation.
Theoretical framework -According to the Healthcare Simulation Standard of Best Practice (HSSOBP) Simulation Design and Simulation Enhanced IPE, simulationists should follow an intentional approach to creating interprofessional telehealth simulations. Additionally, the IPEC Competencies provide a foundation for the simulated interprofessional experience.
Methods – The project has three phases, in sequential semesters. The first phase involves interprofessional education in the nursing student’s leadership course. During the second phase, nursing and medical students attend a didactic session on telehealth. Nursing students present a patient in a simulated clinic to a medical student or provider. PEARLS framework is used to conduct the debriefing. The third phase is conducted the following semester with a more complex patient to encourage critical thinking and role development. Post simulation survey includes the Interprofessional Collaborative Competencies Attainment Survey (ICCAS)..
Results – Through this project, nursing and medical students (and other providers) work together to care for patients while learning about telehealth technologies. The goal of the project is to increase knowledge of telehealth and enhance interprofessional teamwork.

Learning Objectives:

  • Upon completion, particpants will be able to recognize the application of the simulation design standards for developing telehealth simulation experiences.
  • Participants will be able to identify strategies for implementing complex simulated telehealth experiences across the curriculum with other providers.
  • Particpants will be able to evaluate collaboration-related competency in simulation using the Interprofessional Collaborative Competencies Attainment Survey (ICCAS).