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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Impact of virtual learning on interprofessional simulation outcomes: A mixed-methods study.

Cali Ryan Collin¹, Jennifer Putney¹, Rebecca Halmo¹

¹Simmons University, Boston, MA.

Rural Mental Health

|April 8, 2024

Summary

This summary is machine-generated.

Virtual interprofessional simulation (IPS) training effectively prepares social work and nursing students for rural healthcare. This accessible approach ensures comparable team performance to in-person methods, benefiting isolated communities.

Keywords:

interprofessional education simulation telehealth virtual workforce

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Area of Science:

Health Professions Education
Rural Health Workforce Development
Interprofessional Education

Background:

Preparing behavioral health professionals for accessible, high-quality, interprofessional care is crucial for underserved, geographically-isolated populations.
Traditional in-person interprofessional simulation (IPS) limits training accessibility for the emerging rural workforce.
Adapting simulation experiences for virtual environments is essential to increase training accessibility.

Purpose of the Study:

To evaluate the impact of virtual learning environments on interprofessional simulation (IPS) outcomes for social work (MSW) and nursing (MSN) students.
To compare interprofessional teaming behaviors and performance between virtual and in-person IPS.
To assess the feasibility and acceptability of virtual IPS among students.

Main Methods:

A mixed-methods study involving 127 MSW and MSN students.
Independent samples t-tests compared interprofessional teaming behaviors (PACT) post-virtual vs. in-person IPS.
Qualitative thematic analysis and satisfaction surveys explored feasibility and acceptability.

Main Results:

Virtual and in-person IPS yielded comparable preparation in interprofessional team functioning and performance.
Students found both virtual and in-person IPS feasible, acceptable, and satisfactory.
No significant differences in outcomes were observed based on the delivery platform.

Conclusions:

Virtual interprofessional simulation (IPS) is an effective pedagogical tool for training the behavioral health workforce.
Virtual IPS mitigates barriers to rural workforce development, enhancing training accessibility.
This approach benefits individuals in geographically-isolated communities by improving access to trained professionals.