Telehealth Simulation With Graduate Nurse Practitioner Students

Abstract

Background Integration of telehealth preparation for nurse practitioner (NP) students varies across programs. Problem Nurse practitioner students had gaps in the preparation for using telehealth technology to deliver care and manage specific disorders. Approach 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. Outcomes Nurse practitioner students from various specialties completed the telehealth simulation training experience. The change in presimulation/postsimulation confidence and readiness scores were statistically significant. Conclusion 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.

Telemedicine in Emergency Medicine in the COVID-19 Pandemic—Experiences and Prospects—A Narrative Review

“…The integration of telehealth in the curricula for nursing and medical students varies across study programs. The level of medical staff competencies for using telehealth technology to deliver care and manage specific disorders varies as well [62].…”

“…Remote patients' evaluation [11,12,[21][22][23][24] Misdiagnosis or delay in diagnosis because of lack of a physical examination [55,56] Reduction of the exposure to COVID-19 by limiting personal contact [7,20,32,33] Lack of learning of clinical, practical, and hands-on medical skills by medical staff and students [49] Triage acceleration [6,11,12] Lack of health care providers' preparation and professional scepticism [58,60] Reduction of the overcrowding in EDs [10] Lack of patient readiness and low patient satisfaction [58] Saving personal protective equipment [18,20] No access to digital tools [54] Telemedical support of medical caregivers and decision-making processes [16,17,30,31,50] Problems with protecting the privacy and confidentiality of patient data [61] Fast communication with foreign-speaking patients [21,22] Lack of telehealth in the curricula study programs [62] Closer and permanent patient monitoring in ICUs and at home. [25,26,28,29,36,37] Regulatory, legal, and administrative barriers [58,60,63] Better coordination of emergency systems…”

Changes in Clinical Training for Nursing Students during the COVID-19 Pandemic: A Scoping Review Protocol

“…The pandemic has raised several challenges in teaching nursing students, namely in the clinical context. Uncertainty about the reception of students in healthcare teams or even the interruption of clinical training enhanced the need for a solution to promote clinical training by means of a simulation interface [ 7 , 8 ].…”

“…Additionally, students could not develop their practical activities in the clinical context at pre-licensing and advanced practice levels. This phenomenon required ingenious solutions to promote students’ training, allowing them to complete their training programs at the usual schedule [ 8 ].…”

“…Despite recognizing the challenges that the pandemic has created, in clinical internships, nursing students revealed understanding and acceptance of the needed change. On the other hand, students mentioned that it was difficult to find an inbound clinical setting [ 7 , 8 ], which influenced their ability to adapt to this new reality, personally and academically. The need for an adjustment is reflected in students’ achievements and expectations [ 3 ], based on their wellbeing [ 10 , 11 , 12 ], stress levels [ 13 ] and perception of their quality of life [ 14 ].…”