A Pediatric Telehealth Simulation for Prelicensure and Advanced Practice Nursing Students

Abstract

Patients who are remote, underserved, or require specialized care services are not always able to seek appropriate care when necessary. Telehealth technology allows health care providers to connect virtually with their patients to provide safe and personalized care. To prepare future nurses and nurse practitioners for the use of technology, educators are responsible for integrating telehealth education into the curriculum. This article presents a clinical simulated approach that includes an interprofessional telehealth experience with prelicensure and nurse practitioner students within a pediatric focused simulation.

Digital Health Education and Training for Undergraduate and Graduate Nursing Students: Scoping Review

“…Other students experienced telehealth during a clinical rotation [ 46 ] or as part of a clinical experience [ 69 ]. Telehealth education was delivered using a variety of educational modalities or strategies including didactic education (online modules and lectures, reading materials, videos, narrated lectures, and self-directed modules) with simulation scenarios and standardized patients [ 43 - 45 , 47 , 49 , 51 , 52 , 55 , 57 , 58 , 62 - 64 , 67 - 70 , 72 ]; asynchronous and synchronous simulation using teleconferencing tools and interactivities with or without didactic education [ 51 , 52 , 58 , 59 , 63 , 65 , 71 ]; telehealth self-paced learning with discussion [ 48 ]; guest speaker lectures with self-paced modules, lectures, and videoconferencing demos [ 66 , 125 ]; simulation with a telehealth robot with an iPad and or a telehealth cart [ 54 , 55 , 64 ]; simulation with students acting as patients or providers [ 54 , 55 , 58 , 60 ]; telehealth as a clinical rotation [ 46 , 72 ]; telehealth Objective Structured Clinical Examinations and clinical examinations [ 47 , 63 , 65 , 67 ]; telehealth curriculum with supporting competencies [ 56 ]; telehealth focused on specific skills (eg, consultation, e-visit, triage) [ 50 , 54 , 55 , 60 , 64 , 65 , 68 ]; and partnership with clinical organizations [ 61 , 69 ].…”

“…Researchers designed the interventional studies using different methods including mixed methods [ 43 , 55 ], pretest-posttest design [ 71 ], descriptive design [ 54 ], quasi-experimental design [ 44 , 50 ], formative and summative evaluation introduced as educational activities [ 45 , 48 , 51 , 53 ], program evaluations [ 46 , 47 , 49 , 56 , 63 , 65 , 69 ], pilot studies [ 43 , 52 , 55 , 57 , 59 , 60 , 62 , 64 , 67 , 68 ], and quality improvement projects [ 58 , 66 , 71 ]. Some studies applied pretest-posttest assessments or pretest-posttest surveys to measure a variety of outcomes including knowledge, beliefs, confidence and comfort levels, interest in telehealth, attitudes, preparedness, and satisfaction with the learning [ 44 - 48 , 50 , 52 , 56 , 64 , 66 , 68 , 72 ], proficiency and competence in performing skills, clinical decision-making, working collaboratively with members of the health team, communication, providing care virtually, opinions, and experience of learning.…”

“…Other students experienced telehealth during a clinical rotation [44] or as part of a clinical experience [67]. Telehealth education was delivered utilizing a variety of educational modalities or strategies including: didactic education (online modules and lectures, reading materials, videos, narrated lectures, self-directed modules) with simulation scenarios and standardized patients [41][42][43]45,47,49,50,53,55,56,[60][61][62][65][66][67][68]70]; asynchronous and synchronous simulation using teleconferencing tools and interactivities with or without didactic education [49,50,56,57,61,63,69]; telehealth self-paced learning with discussion [46]; guest speaker lectures with self-paced modules, lectures, and video conferencing demos [64,123]; simulation with a telehealth robot with an iPad and or a telehealth cart [52,53,62]; simulation with students acting as patients or providers [52,53,56,58]; telehealth as a clinical rotation [44,70]; telehealth OSCEs and clinical exams [45,61,63...…”

“…Researchers designed the interventional studies using different methods including mixed methods [41,53], pre/post design [69], descriptive design [52], quasi-experimental design [42,48], formative and summative evaluation introduced as educational activities [43,46,49,51],…”