Sampsel Debi, Vermeersch Patricia, Doarn Charles R
1 College of Nursing, University of Cincinnati , Cincinnati, Ohio.
Telemed J E Health. 2014 Nov;20(11):1015-20. doi: 10.1089/tmj.2014.0038.
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.
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.
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.
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.
护理专业毕业生和师资日益短缺，难以培养学生从事护理职业。改善这一模式的一种方法是在临床和教育环境中整合远程临场机器人（RPR）等技术。
InTouch Health公司（加利福尼亚州圣巴巴拉）的RP - 7型远程临场机器人被部署在一个模拟的多代同堂家庭环境中，护理专业学生和教师在其中进行各种活动。70名学生和5名教师由一名远程教员指导，该教员在远处控制RP - 7。学生和教师通过问卷调查对教学互动提供反馈。
70名学生参与者中，56名（80%）做出回应，教师和临床工作人员的回应率为100%，总共有69名受访者。使用克里彭多夫提出的（1）有用性、（2）可接受性和（3）影响这几个主题，数据表明如下情况。大多数学生（89%）此前没有使用远程临场机器人的经验，但大多数（75%）认为远程临场机器人是很好的教师辅助工具。学生在初次接触时，对（a）积极体验、（b）消极体验或（c）混合体验的看法最初各占一半。尽管在操作方面存在一些技术挑战，但这些问题并不被认为很严重；不过，仍必须加以解决。
本研究结果支持在主讲教师不在场时使用远程临场机器人作为教师辅助工具，以促进课程质量保证。教师和学生都认为这类技术是一种潜在的教师辅助工具，但教师和学生都需要为这种体验做好准备。
