Driving Innovation Through A Collaborative Simulation Supported Telehealth Initiative | 107342
Journal of Health & Medical Informatics
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Numerous studies demonstrate the delivery of care through telecommunications is effective. With reimbursement a
reality, the growth of telehealth will be exponential. Simulating telehealth is a critically necessary, safe, and effective
process that prepares students for the present and the future delivery of health care. Operationalize the complexities
of remote care requires practice. This initiative explores the intricacies of launching a sustainable telehealth simulation
symposium with faculty new to simulation while studying the impact on students??? knowledge, skills and attitudes. Using
best practice standards this innovation supports faculty teaching in a challenging new environment while cultivating
student???s clinical judgment outside of the clinical arena. The design, based on course objectives and university level
nursing essentials, provided structured evidenced based simulation that enabled students to recognize and implement best
practices in assessment, remote intervention, self-management education and caregiver support. 140 students practiced
telehealth from both the urban clinician and rural caregiver vantage. Significant difference with moderate to large effect
size were found in the students??? self-evaluation regarding communication strategies, assessment with sensory limitations,
remote intervention, self-management education, and caregiver support. Focus group methodology was used to evaluate
the telehealth simulation sceneries. 10% of students who participated in the project were asked to provide evaluation data.
Content analysis was used to identify themes and used to refine the structure and content of the simulation sessions. Three
themes; the challenges, the imperative to teach well with ever patient contact, and creative problem solving was identified
in focus groups. Future practice is planned with at-risk new mothers in the junior year and studying long term retention
in the senior year.
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Becky Faett has been a Full Time Faculty Member at the University of Pittsburgh, School of Nursing since 2006. She has received her PhD in Rehabilitation and Technology from the University of Pittsburgh. Her research focuses on enhancing functional ability and self-management of those disabled by chronic illness. Her dissertation for her PhD involved the development, implementation and evaluation of the education component of a tele-rehabilitation program designed to enhance functional ability and self-management of individuals with limited mobility due to lymphedema. She has received multiple awards for her innovative teaching including the Provost’s Innovation in Education award, the Distinguished Clinical Scholar award, the Nursing Excellence in Teaching and Technology award and the Dean’s Distinguished Teaching award.