Impact of Virtual Learning on Interprofessional Simulation Outcomes: A Mixed-Methods Study

• Published in: Journal of rural mental health Vol. 48; no. 1; pp. 36 - 46
• Main Authors: Collin, Cali-Ryan, Putney, Jennifer, Halmo, Rebekah, Chinamasa, Gordon, Desmond, Sarah, Dodillet, Nicole, Cadet, Tamara
• Format: Journal Article
• Language: English
• Published: United States Educational Publishing Foundation 01-01-2024; National Association for Rural Mental Health
• Subjects: Behavior; Female; Graduate Education; Graduate Students; Human; Learning Environment; Male; Nursing Students; Simulation; Social Casework; Teams; interprofessional education; virtual; workforce; simulation; telehealth
• ISSN: 1935-942X; 2163-8969
• DOI: 10.1037/rmh0000245

Health professions education is tasked with preparing the behavioral health workforce to provide accessible, high-quality, interprofessional care to meet the needs of geographically isolated populations. Interprofessional experiences, like simulation, are an effective pedagogical tool, yet traditionally occur in person. It is essential to adapt simulation experiences for the virtual environment to increase training accessibility among the emerging rural workforce. This study aimed to understand the impact of the virtual learning environment on interprofessional simulation (IPS) outcomes among social work (Master of Social Work) and nursing (Master of Science in Nursing) students. The study sample (N = 127) was composed of Master of Social Work (n = 48) and Master of Science in Nursing (n = 79) students at a private university in the United States. The mixed-methods study utilized (a) independent samples t tests to examine differences in students' interprofessional teaming behaviors, measured by the Performance Assessment Communication and Teamwork, after participation in a virtual IPS versus a traditional, in-person IPS; and (b) independent samples t tests and qualitative thematic analysis to explore the feasibility and acceptability of the IPS among the virtual and in-person groups via the Performance Assessment Communication and Teamwork and a satisfaction survey. Both IPS featured a case contextualized to take place in an underserved, rural area. Findings indicate virtual and in-person IPS provide comparable preparation in interprofessional team functioning and performance essential to interprofessional care. Students found the IPS feasible and acceptable and were satisfied with the experience independent of platform. Virtual IPS experiences mitigate barriers to rural workforce development. Providing training in interprofessional practice using virtual platforms stands to benefit individuals in geographically isolated communities.
Public Health Significance Statement
The present study suggests virtual and in-person interprofessional simulation experiences provide comparable preparation in interprofessional team functioning and performance among master's-level social work and master's-level nursing students. Virtual interprofessional simulation experiences mitigate barriers to rural mental health workforce development. Providing training in interprofessional practice using virtual platforms may benefit individuals in rural communities.