ABSTRACT
ABSTRACT: The advent of COVID-19 required educational programs to rapidly transition courses to the remote environment. A postpartum hemorrhage simulation used within a traditional prelicensure bachelor of science in nursing program was rapidly transitioned to the remote virtual format to meet required social distancing guidelines. This quasi-experimental study examined student knowledge before and after participation in a remote virtual simulation (RVS) with a postanalysis of student confidence and satisfaction. RVS can increase student knowledge and provide adequate student satisfaction. However, hands-on learning appears to result in higher student confidence and satisfaction compared to RVS.
Subject(s)
COVID-19 , Education, Nursing, Baccalaureate , Students, Nursing , Pregnancy , Female , Humans , Learning , Personal SatisfactionABSTRACT
To meet the interprofessional education needs of students during the COVID-19 pandemic, universities transitioned to virtual options. For many universities, this transition was challenging and time-consuming. The Arkansas Interprofessional Education Consortium (ARIPEC) combined resources to create a novel learning experience for students with a focus on the skill of home assessment. An interinstitutional, interprofessional faculty project team was developed to create a learning experience, with each institution responsible for a portion of the virtual simulation development. This paper describes the process for creation and implementation of an interprofessional, interinstitutional virtual learning experience to support the growth of healthcare students across the state of Arkansas.
Subject(s)
COVID-19 , Interprofessional Relations , COVID-19/epidemiology , Cooperative Behavior , Humans , Learning , PandemicsABSTRACT
Telehealth learning activities are lacking in undergraduate nursing curricula. The onset of COVID-19 has placed an emphasis on the value of telehealth and highlighted the importance for innovative measures for prelicensure nursing student learning using simulation-based learning experiences (SBLEs). A prenatal telehealth SBLE was evaluated by 95 participants using the Simulation Effectiveness Tool—Modified. Open-ended responses were also obtained. The mean score was a 2.92/3.00 (n = 95) and several students gave positive reviews in the open response section of the survey. Open responses after the simulation showed positive aspects of learning regarding communication and building rapport with patients in telehealth settings. Incorporating telehealth SBLEs can be perceived as effective, and aid nursing curricula with increasing exposure and learning about telehealth nursing care and communication for prelicensure students.