The Missing Link: The iSOAP Model for Incorporating Telehealth Within Simulations

Evaluating a Virtual Flipped Classroom Approach to Nurse Practitioner Telehealth Competency Development

BACKGROUND

Evidence supports the use of multi-modal approaches to develop nurse practitioner (NP) students' telehealth competency.

METHOD

A virtual flipped classroom approach that included eLearning, interactive webinars, and virtual standardized patient (SP) simulations was implemented and evaluated to teach NP students to use telehealth and other connected health technologies to improve care for underserved populations.

RESULTS

Analysis of data from multiple-choice quizzes, surveys, and SP evaluations indicated students achieved high levels of knowledge, met the learning objectives, demonstrated above-average competency during telehealth simulations that improved over time, and were highly satisfied with the learning experiences.

CONCLUSION

The educational benefits of a flipped classroom can be realized within a fully online learning experience. Future research should examine the effects of repeated simulation opportunities on telehealth competency development. [J Nurs Educ. 2024;63(8):546-551.].

Preparing mental health providers for the future: the case for moving beyond the elective telehealth course to integrating telehealth training throughout the curriculum

In the wake of the COVID-19 Public Health Emergency and the consequent surge in telehealth adoption, the mental healthcare landscape has undergone a profound transformation propelled by rapid technological advancements. This paradigm shift necessitates a fundamental re-evaluation of the training methodologies for mental health providers. To effectively leverage the potential of telehealth and empower mental health professionals with the requisite skills for utilizing digital tools, a comprehensive integration of telehealth into graduate program curricula is imperative. This article proposes practical strategies for seamlessly incorporating telehealth into both the theoretical and practical facets of graduate education. These strategies encompass a holistic understanding of technological platforms, ethical considerations, legal and regulatory frameworks, cultural competence, digital equity challenges, as well as clinical assessment and therapeutic approaches. The author concludes by issuing a call to action, urging mental health professions training programs and their accrediting bodies to proactively redefine their approach, ensuring mental health providers are adequately prepared for the future.

Rapid-cycle deliberate practice telehealth as an integrative learning strategy in nurse practitioner education

ABSTRACT

Telehealth is a way for clinicians to deliver care and for patients to access care via the internet. This method of health care delivery has become an expectation of nurse practitioner practice. Rapid-cycle deliberate practice (RCDP) is a technique grounded in cognitive load theory used to teach a sequence of predetermined skills to learners through purposeful skill augmentation and strategic repetition. Throughout the process, students receive feedback based on well-defined objectives. Material is processed from working memory into long-term memory in small portions with the intent to prevent working memory overload. Advanced practice physical assessment in-person simulation laboratory sessions were framed and focused using the RCDP model. In-person sessions were followed by telehealth simulations for the skill area. Both the in-person laboratory and online telehealth visits followed a similar framework: isolate the skill, baseline knowledge, measurable objectives, practice expectations, and evaluation. Leveled telehealth competencies and domain descriptors were used as a guide for the telehealth sessions. Using the RCDP model to facilitate student translation of physical assessment skills from an in-person venue to the telehealth care environment yielded encouraging potential to isolate and evaluate specific skills, address measurable objectives, and identify behaviors that encompass multiple competencies, developmental milestones, and levels of proficiency. The RCDP telehealth simulations showed promise in the education of nurse practitioner students to accomplish key telehealth health assessment behaviors and progression toward readiness for practice.

Telehealth Competencies: Leveled for Continuous Advanced Practice Nurse Development

BACKGROUND

The COVID-19 pandemic spurred a rapid uptake of telehealth utilization, with advanced practice registered nurses (APRNs) at the forefront of telehealth care delivery. To advance training of nurse practitioners and support curricular development, essential APRN student competencies in telehealth were developed.

PROBLEM

Although telehealth competencies have been developed, little is understood about their evaluation across the curricula. Moving to competency-based nursing education involves leveling broad competencies into subcompetencies, including those for telehealth. Subcompetencies support frequent, multimodal evaluation of student progress across APRN curricula.

APPROACH

Adapting Benner's Novice to Expert Theory, faculty experts in telehealth and graduate nursing education used an iterative process to develop and level subcompetencies aligned with the Four Ps of Telehealth framework.

OUTCOMES

Telehealth subcompetencies were leveled for preclinical and clinical rotations and for readiness for practice.

CONCLUSIONS

The leveled subcompetencies, aligned with the Four Ps of Telehealth framework, will support APRN faculty in diverse programs as they implement competency-based education in telehealth.