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Simulation-Based Interprofessional Education in a Rural Setting: The Development and Evaluation of a "Remote-In"

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  • 1About the Authors Ann Scott, DNP, RN, CNE, CCRN-K, is a clinical assistant professor, University of South Carolina, Columbia, South Carolina. Robin M. Dawson, PhD, RN, CPNP-PC, is chair, assistant professor, and director of the Smart Start Nursing Program, University of South Carolina. Sheryl Mitchell, DNP, APRN, FNP-BC, ACNP-BC, is director, FNP Program, and a clinical assistant professor, University of South Carolina. Courtney Catledge, DNP, MPH, APRN, FNP-BC, is director, University of South Carolina Lancaster BSN Collaborative Program, Lancaster, South Carolina. The authors acknowledge Dr. Georgia Narsavage, whose comments and suggestions helped clarify and improve this article. For more information, contact Dr. Scott at annscott@mailbox.sc.edu.

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Summary

Telehealth robots enhance interprofessional education (IPE) for nursing, pharmacy, and medical students, improving role understanding and telehealth skills. This innovative simulation approach proves effective, especially for rural campuses lacking traditional IPE opportunities.

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Area of Science:

  • Medical Education
  • Health Sciences
  • Technology in Education

Background:

  • Simulation-based interprofessional education (IPE) faces implementation challenges, particularly in rural settings.
  • Telehealth technology presents a novel solution for delivering IPE.
  • Bridging the gap in rural healthcare education is crucial.

Purpose of the Study:

  • To describe an innovative telehealth-based simulation approach for interprofessional education (IPE).
  • To evaluate student experiences with this telehealth-enhanced IPE model.
  • To assess the impact on understanding disciplinary roles and telehealth competency.

Main Methods:

  • A simulation-based interprofessional education (IPE) scenario was conducted using a telehealth robot.
  • Twenty-nine students from nursing, pharmacy, and medical disciplines participated.
  • A mixed-methods approach, including surveys and video-recorded debriefings, was used for evaluation.

Main Results:

  • The majority of students found the telehealth IPE superior to previous experiences.
  • The simulation facilitated a better understanding of interprofessional roles.
  • Students gained valuable experience with telehealth tools.

Conclusions:

  • Telehealth-based simulation is an effective strategy for implementing interprofessional education (IPE), especially in rural areas.
  • Successful implementation requires strong community partnerships, institutional support, and stakeholder alignment.
  • This approach enhances interprofessional collaboration and telehealth skill development.