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Telehealth Simulation: Effect on Nurse Learner Knowledge, Confidence, and Attitudes.
Jeanne Moore1, Nalini Jairath, Leigh Montejo
1About the Authors The following authors are faculty at The Catholic University of America Conway School of Nursing, Washington, DC. Jeanne Moore, DNP, FNP-BC, is associate dean for innovation and online learning, director of the Family Nurse Practitioner Program, and clinical associate professor. Nalini Jairath, PhD, RN, is associate professor. Sandra O'Brien, PhD, RN, CNE, CRNP-F, PHCNS-BC, is director of International Nurse Exchange Programs and clinical assistant professor. David Want, DNP, FNP-C, RN, CHSE, is clinical assistant professor. Leigh Montejo, DNP, FNP-BC, was a clinical assistant professor at The Catholic University of America Conway School of Nursing at the time of this study and is now assistant professor, Johns Hopkins University School of Nursing, Baltimore, Maryland. This study was supported by a grant from the Institute for Technology in Health Care, a 501-c (3) nonprofit organization, located in Washington, DC. For more information, contact Dr. Moore at moorejm@cua.edu .
This study shows that a combined didactic and simulation educational intervention effectively improved nursing students' telehealth knowledge, confidence, and attitudes. The intervention successfully prepared students for telehealth technology competencies.
Area of Science:
- Nursing Education
- Health Informatics
- Medical Simulation
Background:
- Limited research exists on educational interventions for telehealth technology competencies.
- Telehealth adoption necessitates skilled healthcare professionals.
- Nursing curricula must integrate telehealth training.
Purpose of the Study:
- To evaluate the effectiveness of a combined didactic and simulation intervention on telehealth competencies.
- To assess changes in nursing students' knowledge, confidence, and attitudes towards telehealth.
- To provide an effective educational model for nursing schools.
Main Methods:
- A combined didactic and simulation intervention was delivered to prelicensure and nurse practitioner students.
- The Telemedicine Objective Structured Clinical Exam survey evaluated telehealth knowledge, confidence, and attitudes.
- Descriptive and inferential statistics, along with content analysis, were used for data analysis.
Main Results:
- Survey scores significantly increased from pre- to post-intervention.
- Learners reported increased value in telehealth and the educational intervention.
- The intervention was well-received by participants.
Conclusions:
- The educational intervention is effective in enhancing telehealth technology competencies among nursing students.
- This intervention can be adopted by nursing schools to improve telehealth preparedness.
- Further research should explore long-term impacts and broader implementation.
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