Planning and managing a complex multisite study in the age of technology.

A 2-year long, multisite research study that evaluated cardiopulmonary resuscitation skill decay among nursing students was conducted at 10 schools of nursing across the United States. The study was conducted in two phases and required carefully timed sessions for skill performance. Multisite studies in nursing education need to be carefully planned. Time delays should be anticipated with processes and Institutional Review Board protocols across sites. All team members were trained and consistently supported during the entire study. While challenges and obstacles were identified, innovative solutions were implemented that assisted the research team to successfully complete the study. The use of new and existing technology allowed the team to surmount many of the challenges encountered in this study. The purpose of this article is to describe the logistics, processes, challenges, and lessons learned related to conducting a complex multisite study.

An Innovative Use of Telepresence Robots for Educating Healthcare Professional.

Telehealth enhances communication across distances, facilitates teamwork, and increases access to care, particularly in rural areas. As the use of telehealth technology assimilates into clinical practice, its integration is also needed in clinical curricula. Students participated in 2 pediatric scenarios in teams of 3 to 4 prelicensure nursing students, with one nurse practitioner student participating via a telepresence robot. Forty-eight prelicensure and 5 nurse practitioner students completed surveys following the clinical simulations. We found that it was feasible to use a telepresence robot as a tool in clinical simulation, to introduce telehealth, and students reported high mean scores on the acceptability of using the robot. While there are challenges, incorporating telepresence technology into simulations opens up many opportunities to both engage students in telehealth with patients and other clinicians, and to engage students in their education when they are learning at a distance.

How We Engage Graduating Professional Students in Interprofessional Patient Safety.

PROBLEM: Interprofessional curricula on patient safety do not acknowledge the culture and vulnerabilities of the student experience and often do not engage students. METHODS: We describe a patient safety collaboration between graduating nursing and medical students during their Capstone courses that fostered conversations about the similarities and differences in professional school experiences around patient safety. Students wrote reflections about an unanticipated patient outcome. Qualitative content analysis was used to characterize themes within student reflections, and to create audience response system questions to highlight differences in each profession's reflections and to facilitate discussion about those differences during the collaboration. FINDINGS: Medical students identified events in which perceived patient outcomes were worse than events identified by nursing students. Nursing students identified more near-miss events. Nursing students positively impacted the event and attributed action to the presence of a clinical instructor and personal responsibility for patient care. Medical students described themselves as "only a witness" and attributed inaction to hierarchy and concern about grades. CONCLUSIONS: Students felt the session would change their future attitudes and behaviors. Stevenson Chudgar Molloy Phillips Engle Clay.