Driving innovation through a collaborative simulation supported telehealth initiative

14^th World Congress on Healthcare & Technologies

July 22-23, 2019 | London, UK

Becky Faett

University of Pittsburgh, USA

Keynote: J Health Med Informat

Abstract :

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 studentsâ?? knowledge, skills and attitudes. Using best practice standards this innovation supports faculty teaching in a challenging new environment while cultivating studentâ??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 studentsâ?? 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.

Recent Publications

1. Benner P, Tanner C A and Chesla C A (2009) Expertise in nursing practice: Caring, clinical judgment, and ethics. (2nd Edition) New York: Springer.

2. Dahlke S, Baumbusch J, Affleck F and Kwon J Y (2012) The clinical instructor role in nursing education: A structured literature review. J Nurs Ed 51(12):692-696.

3. Huffman M H (2009) Health coaching: A fresh, new approach to improve quality outcomes and compliance for patients with chronic conditions. Home Healthcare Nurse 27(8):490-496.

4. Kantar L and Alexander R (2012) Integration of clinical judgment in the nursing curriculum: Challenges and perspectives. J Nurs Ed 2012; 51(8):444-453.

5. Niederhauser V, Schoessler M, Gubrud-Howe PM, Magnussen L, Codier E (2012) Creating innovative models of clinical nursing education. J Nurs Ed 51(11):603-608

Biography :

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.

E-mail: faettb@pitt.edu