Integration of Interprofessional Simulation, Clinical Experiences, and Virtual Care and Student Monitoring in a Family Nurse Practitioner Program

Introduction

    Our University has developed a multifaceted, innovative approach to incorporating critical interprofessional education and technology competencies.  Family nurse practitioner (FNP) students, medicine, physical therapy, athletic training, occupational therapy and speech therapy students engage in interprofessional learning modules and simulation.  FNP and medical students collaborate via clinical experiences and virtual platforms to provide care to underserved populations. Faculty oversee students’ clinical rotations virtually using innovative telehealth applications. 

Background

     Nurse practitioner (NP) curriculums need to reflect the rapidly evolving technological advances in healthcare and incorporate interprofessional education (IPE).   These critical competencies must be accomplished despite continued faculty and clinical site shortages found in many NP programs.  Integration of IPE are challenging due to lack of support, space limitations, varying academic calendars, resistance to change, and inadequate understanding of IPE. Web assisted classrooms, collaborative web portals, simulation and virtual clinical visits allow an increased flexibility for students and faculty.

Method

     Students from FNP program and other healthcare disciplines engage in interprofessional learning modules through a Blackboard ™ learning management system web portal.  Through this portal students participate in collaborative asynchronous activities and learn foundational interprofessional concepts.  Students are then paired up at various points during their program to participate in interprofessional simulation. FNP, medical students, and faculty engage in interprofessional clinical rotations delivering care face to face and in home visits for underserved populations.  Collaborations between FNP and medical students occur on a faculty supervised web portal.  Faculty use telehealth technologies to virtually assess FNP student’s clinical performance.

Evaluation

     Tests are used to evaluate student’s knowledge of IPE.  Web portal interactivity reports are evaluated. Critical elements and debriefing evaluate simulation effectiveness.  FNP student’s cultural competence and technology literacy are also evaluated.  

Conclusion

     By engaging students in various technologically enhanced interprofessional   activities that focus on the provision of care to underserved populations, future healthcare professionals will begin role modeling good interprofessional collaborations before they meet the demands of clinical practice in the workforce. Interprofessional teams that deliver culturally competent care and enhance their communication efforts will see a reduction in health disparities and improved health outcomes for underserved populations.