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BACKGROUND: Clinical simulation has become integral to curriculum development in nursing programs. This innovative intervention was designed to explore the efficacy of high-fidelity standardized patient (SP) simulation to increase students' ability to recognize signs of depression and to improve therapeutic communication. METHOD: During a 12-month period, prelicensure nursing students (n = 136) in a midwestern nursing program participated in this simulation experience. Volunteer retirees residing in the college-affiliated retirement village played the roles of depressed patients. RESULTS: Students' self-evaluations indicated this experience was a positive learning experience. All of the students indicated the experience improved their knowledge about depression; 91% stated their confidence in interviewing improved, and 89.7% indicated improvement in their communication skills. CONCLUSION: Use of SP simulation in mental health nursing is an effective strategy to bolster confidence, improve depression screening skills, and enhance therapeutic communication skills. [J Nurs Educ. 2022;61(4):209-212.].

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This study was conducted at 5 Veterans Administration Medical Centers (VAMCs). A cross sectional survey was administered to 134 workers who routinely lift and mobilize patients within their workplaces' safe patient handling and mobility (SPHM) programs, which are mandated in all VAMCs. The survey was used to examine a comprehensive list of SPHM and non-SPHM variables, and their associations with self-reported musculoskeletal injury and pain. Previously unstudied variables distinguished between "bariatric" (≥300 lb or 136 kg) and "non-bariatric" (<300 lb or 136 kg) patient handling. Significant findings from stepwise and logistic regression provide targets for workplace improvements, predicting: lower injury odds with more frequently having sufficient time to use equipment, higher back pain odds with more frequent bariatric handling, lower back pain odds with greater ease in following SPHM policies, and lower odds of upper extremity pain with more bariatric equipment, and with higher safety climate ratings.

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BACKGROUND AND PURPOSE: With the growth in the aging population, and shortage of primary care providers, telehealth programs are needed to optimize healthy independent living for older adults. The purpose of this study was to evaluate a nurse-led intervention program delivered through a telepresence robot to promote healthy lifestyles and address chronic illness management among older adults living independently in a retirement community. Telepresence robots provide two-way video-mediated communication with remote in-home navigation. DESIGN AND METHODS: Satisfaction and technology evaluation ratings of the Telehealth Community Health Assistance Team (T-CHAT) program, as well as qualitative data from open-ended questions, were obtained from 26 older adults and 7 nurse practitioner students. FINDINGS: On a scale from 1 = strongly disagree to 5 = strongly agree, satisfaction ratings were positive for usefulness (M = 3.90), ease of use (M = 4.16), and acceptability (M = 4.06). Technology evaluation ratings were high for all sessions (M = 4.35). Older adults and nurse practitioner students were highly complementary of the program. Areas for improvement were identified. CONCLUSIONS: The T-CHAT program demonstrated high ratings for satisfaction (usefulness, ease of use, acceptability) and for evaluation of the telepresence robot technology. Further refinement of the T-CHAT program is warranted, as is testing outcomes of this potentially viable mode of healthcare delivery. CLINICAL RELEVANCE: Robotics is the wave of the future and provides an innovative mode of delivery to address health promotion and chronic illness management in older adults. Satisfaction and technology evaluation of robotic technology is paramount prior to implementation of such programs into practice.

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The purpose of this study was to test feasibility of the Telehealth Community Health Assistance Team (T-CHAT), a nurse-led intervention delivered through a telepresence robot designed to promote healthy independent living among older adults. Using a quasi-experimental design, 21 older adults were divided into a T-CHAT group (n = 11) or a waitlist control group (n = 10). The T-CHAT group received 3 weekly health coaching sessions from a nurse practitioner student through the telepresence robot. Data trends were analyzed using two-way repeated measures analysis of covariance (ANCOVA) with baseline values as co-variates; effect sizes using partial eta squared (η2). Medium to large improvements in unhealthy days, depressive symptoms, sleep, quality of life, and confidence/self-efficacy were found favoring the T-CHAT group. Recruitment and retention strategies were successful, with lessons learned for future studies. Further research is warranted to refine and test efficacy of the T-CHAT program to promote healthy independent living among older adults.

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The dual challenge of increasing numbers of older adults and overall increases in those with some form of insurance is driving the need to develop and evaluate novel methods of primary care delivery such as telehealth. The goal of this study was to explore the acceptability and usability of a remote presence robot (RPR) in a simulated primary care wellness encounter for older adults. A descriptive exploratory study was used to determine the acceptability and usability of the RPR operated by an APRN 250 miles from 13 older adults residing in a high rise during a simulated primary care visit. The results support previous research that technology such as the RPR can be both acceptable and useful for an older adult and primary care provider but only in certain circumstances.

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BACKGROUND: There is a growing shortage of nursing graduates and faculty to prepare students for careers in nursing. One way to ameliorate this paradigm is to integrate technology such as a remote presence robot (RPR) in both clinical and educational settings. MATERIALS AND METHODS: The InTouch Health (Santa Barbara, CA) RP-7, an RPR, was deployed in a simulated, multigenerational home where nursing students and faculty interact in a variety of activities. Seventy students and five faculty members were instructed by a remotely located instructor who controlled the RP-7 from a distant site. Students and faculty, using questionnaires, provided feedback on the didactic interaction. RESULTS: Of the 70 student participants, 56 (80%) responded, and faculty and clinical staff were 100% compliant, resulting in 69 total respondents. Using Krippendorf's themes of (1) usefulness, (2) acceptability, and (3) impact, the data indicated the following. The majority of the students (89%) had no previous experience with the RPR, but the majority (75%) felt that the RPR was a good faculty extender. The students were initially evenly split on first exposure in (a) a positive experience, (b) a negative experience, or (c) a mixed experience. Although there were some technical challenges in operations, these were not deemed significant; nevertheless, they must be addressed. CONCLUSIONS: The results of this study support the use of RPRs as faculty extenders to facilitate course quality assurance when the lead faculty is not on site. Both faculty and students perceive this type of technology as a potential faculty extender, but both faculty and students need preparation for the experience.

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