Robotic Telepresence and Face-to-Face Collaborative Nursing Simulation: A Correlational, Cross-Sectional Study

Abstract

Background

Mobile robotic telepresence provides an equitable opportunity for distance learners to collaborate with face-to-face counterparts through live simulation at a campus-based point of learning. The Technology Acceptance Model serves as the theoretical framework regarding ease of use and perceived usefulness of telepresence robots as the stress and anxiety of simulation and novel technologies can impact learning.

Methods

Using peer/collaborative learning, waves of undergraduate nursing student dyads (distance/telepresence with face-to-face) provided patient care in multiroom simulations. The correlational, cross-sectional study surveyed students to assess a relationship between anxiety, use of new technology, and student satisfaction, and self-confidence in learning.

Results

State trait anxiety inventory scores were significantly higher in distance/telepresence students. The mean overall score for satisfaction/self-confidence in learning was favorable for all students.

Conclusion

Telepresence robots in simulation may increase learner acceptance and readiness to use such technology within their future practice.