A Mixed-Method Pilot Project: The Evaluation of Telehealth Training in a College of Nursing.

Telehealth has become ubiquitous, and advanced practice nurses will need to be proficient in its use. Recent literature has shown that graduate nursing curricula may not fully prepare students for clinical telehealth practice. This article describes an interactive, module-based course that was built using instructional design principles for the training of graduate nursing students to prepare them to conduct telehealth encounters. The course was proven to be efficacious based on pre-post test results and critical reflections. The blueprint described can be used by nurse educators and administrators to prepare nurses to provide safe and effective telehealth services.

Hamilton W ，Walters C ，Howington Z 《-》

Introducing telehealth skills into the Doctor of Nursing Practice curriculum.

Telehealth training was important for nurse practitioner (NP) students prior to the COVID-19 pandemic, but now it is essential. Training in telehealth allows access to health care for vulnerable populations in rural health areas and beyond. As the future of health care delivery changes, providers will be required to use this technology. Therefore, it is imperative that such training become part of NP education to prepare students to be technologically competent providers in the 21st century. The objective of this educational pilot project was to educate Doctor of Nursing Practice nurse practitioner students to conduct patient interviews and provide interprofessional collaboration using telehealth. The project addressed a gap in the literature on planning for simulations from varying NP specialties and provided feedback from standardized patients on their experiences. A total of 83 students from four specialty tracks received telehealth education. Students then interviewed simulated patients and provided a collaborating report. The students and patients were asked to complete questionnaires to assess the modules and the experience itself. Quantitative descriptive data were gathered, and qualitative themes were obtained from open-ended questions. Both the students and simulated patients indicated that they appreciated the ease and convenience of interviewing patients through technology. Both struggled with issues related to the technology and the need to have backup systems available. The students demonstrated that they were very capable of using telehealth and were generally very positive about the experience.

Love R ，Carrington JM 《-》

Telehealth Educational Resources for Graduate Nurse Faculty.

The rapid acceleration of virtual health care delivery, telehealth, has underlined the pressing need for graduate nursing students to gain skills and competencies that will ensure effective and efficient delivery of telehealth care in future generations. There is a need for graduate nursing students to be prepared to use telehealth, but few nursing programs offer this training. Barriers to this implementation may be due to lack of faculty knowledge, telehealth resources, or telehealth opportunities. Graduate nursing faculty should use resources and the wisdom of early adopters of telehealth to ensure adequate telehealth preparation is integrated into all graduate nursing programs. This article describes emerging core competencies for telehealth education and offers guidance, resources, and activities for nurse educators who seek to prepare emerging advanced practice RNs to plan, deliver, and implement effective telehealth practices.

Chike-Harris KE ，Garber K ，Derouin A 《-》

Exploring telehealth in the graduate curriculum.

With an increase in patient demand and a decrease in healthcare professionals, telehealth is able to provide needed services to patients, but appropriate training in telehealth is crucial for providers to deliver excellent patient care. Nurse researchers developed a quality improvement project targeting telehealth in the graduate nursing curriculum. A two-part evidence-based curriculum was developed for graduate family nurse practitioner (FNP) students. Part one consisted of a lecture that focused on increasing students' knowledge, and part two enhanced skills through simulation. Data were collected through qualitative and quantitative surveys. The qualitative data were analyzed for themes and statistical analysis of the quantitative data was completed (t-scores and descriptive statistics). Results showed that FNP students perceived the telehealth curriculum as educational and recommend it be continued for future FNP cohorts. Using evidence-based practice and telehealth experts graduate nursing programs should introduce the telehealth curriculum for FNP students through in class lecture and simulation.

Cassiday OA ，Nickasch BL ，Mott JD 《-》

Telehealth Simulation With Graduate Nurse Practitioner Students.

Integration of telehealth preparation for nurse practitioner (NP) students varies across programs. Nurse practitioner students had gaps in the preparation for using telehealth technology to deliver care and manage specific disorders. The purpose of this article is to describe the development and implementation of a telehealth simulation training experience for NP students to prepare them for practice in rural settings. Nurse practitioner students from various specialties completed the telehealth simulation training experience. The change in presimulation/postsimulation confidence and readiness scores were statistically significant. This telehealth simulation training experience provided an opportunity for NP students to engage in activities to enhance their knowledge and preparation in providing care via telehealth in a rural setting.

Emerson MR ，Buchanan L ，Golden A 《-》