Other Titles
Rising Star Poster/Presentation
Abstract
Introduction: Telemedicine improves patient care access and has a positive economic impact. In 2018, the National Organization of Nurse Practitioner Faculty (NONPF) proposed integrating telehealth competencies into the advanced practice registered nurse (APRN) education curriculum. This project aims to implement telemedicine educational content addressing the telehealth competencies for the APRN student, including didactic and simulation components to enhance students’ competence and confidence with telemedicine care.
Methods: This quality improvement project implements an evidence-based approach to educate APRN students on telemedicine. The NONPF telehealth competencies are introduced to 37 family, pediatric, psychiatric-mental-health nurse practitioner, and clinical nurse specialist students enrolled in Advanced Health Assessment. Participants engage in a one-week didactic learning module, including readings and micro lectures in preparation for a simulated learning experience. During the simulation, participants work in small groups where each individual has the opportunity to conduct a virtual visit with standardized patients while fellow students use the iSOAP checklist for peer feedback.
Findings: Pre- and post-learning activity surveys collect anonymous data via REDCap measuring student competence and confidence related to the specified telehealth competencies. Results show a statistically significant improvement in the student-perceived competence and confidence. The TeleOSCE survey assesses students’ telehealth experiences and demonstrates an increased understanding of telemedicine. The NLN Simulation Design Scale, Student Satisfaction and Self-Confidence in Learning, and open-ended questions capture student insights into the simulation experience and suggest areas for improvement. Students report positive simulation experiences including a safe space to learn from mistakes.
Conclusion: Telemedicine is essential to 21st-century healthcare, improving patient care through increased access to needed services. The outcomes of this competency-based educational activity for APRN students provide insight into best practices for integrating telehealth content in APRN curricula. Findings are useful for APRN faculty seeking innovative educational approaches to address telehealth competencies in their curricula. The modalities used present an easily replicable and sustainable model.
Notes
References:
Chike-Harris, K. E. (2021). Telehealth Education of Nurse Practitioner Students. The Journal for Nurse Practitioners, 17(3), 310–316. https://doi.org/10.1016/j.nurpra.2020.12.029
Chike-Harris, K. E., LaManna, J. B., Eckhoff, D. O., Buchanan, L., McCumber, S., Corcoran, K. J., Shea, J. M., & Rutledge, C. M. (2021). The missing link: The iSOAP model for incorporating telehealth within simulations. Clinical Simulation in Nursing, 59, 39–51. https://doi.org/10.1016/j.ecns.2021.05.006
Chike, -Harris Katherine, Snyder, E. F., & Conner, R. S. (2022). Educating APRN Students About Telehealth Credentialing, Licensing, and Billing. Journal of Nursing Education, 61(7), 413–416. https://doi.org/10.3928/01484834-20220613-07
Gareev, I., Gallyametdinov, A., Beylerli, O., Valitov, E., Alyshov, A., Pavlov, V., Izmailov, A., & Zhao, S. (2021). The opportunities and challenges of telemedicine during COVID-19 pandemic. Frontiers in Bioscience (Elite Edition), 13(2), 291–298. https://doi- org.ezproxy.lib.utexas.edu/10.52586/E885
Kuan, P. X., Chan, W. K., Fern Ying, D. K., Rahman, M. A. A., Peariasamy, K. M., Lai, N. M., Mills, N. L., & Anand, A. (2022). Efficacy of telemedicine for the management of cardiovascular disease: A systematic review and meta-analysis. The Lancet. Digital Health, 4(9), e676–e691. https://doi-org.ezproxy.lib.utexas.edu/10.1016/S2589- 7500(22)00124-8
Mahdi, S. S., Allana, R., Battineni, G., Khalid, T., Agha, D., Khawaja, M., & Amenta, F. (2022). The promise of telemedicine in Pakistan: A systematic review. Health Science Reports, 5(1), e438. https://doi-org.ezproxy.lib.utexas.edu/10.1002/hsr2.438
Rutledge, C. M., O'Rourke, J., Mason, A. M., Chike-Harris, K., Behnke, L., Melhado, L., Downes, L., & Gustin, T. (2021). Telehealth competencies for nursing education and practice: The four P's of telehealth. Nurse Educator, 46(5), 300–305. https://doi- org.ezproxy.lib.utexas.edu/10.1097/NNE.0000000000000988
Rutledge C, Pitts C, Poston R, Schweickert P. (2018). NONPF supports telehealth in nurse practitioner education. Available at https:// cdn.ymaws.com/www.nonpf.org/resource/resmgr/2018_Slate/ Telehealth_Paper_2018.pdf. Accessed August 20, 2020.
Sigma Membership
Epsilon Theta
Type
Poster
Format Type
Text-based Document
Study Design/Type
Quality Improvement
Research Approach
Translational Research/Evidence-based Practice
Keywords:
Telemedicine, APRN Students, Competence
Recommended Citation
Spencer, Michelle; Edgar, Carly; and Young, Cara, "Integrating Telehealth Simulations to Prepare Advanced Practice Registered Nurse Students" (2025). International Nursing Research Congress (INRC). 184.
https://www.sigmarepository.org/inrc/2025/posters_2025/184
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Invited Presentation
Acquisition
Proxy-submission
Integrating Telehealth Simulations to Prepare Advanced Practice Registered Nurse Students
Seattle, Washington, USA
Introduction: Telemedicine improves patient care access and has a positive economic impact. In 2018, the National Organization of Nurse Practitioner Faculty (NONPF) proposed integrating telehealth competencies into the advanced practice registered nurse (APRN) education curriculum. This project aims to implement telemedicine educational content addressing the telehealth competencies for the APRN student, including didactic and simulation components to enhance students’ competence and confidence with telemedicine care.
Methods: This quality improvement project implements an evidence-based approach to educate APRN students on telemedicine. The NONPF telehealth competencies are introduced to 37 family, pediatric, psychiatric-mental-health nurse practitioner, and clinical nurse specialist students enrolled in Advanced Health Assessment. Participants engage in a one-week didactic learning module, including readings and micro lectures in preparation for a simulated learning experience. During the simulation, participants work in small groups where each individual has the opportunity to conduct a virtual visit with standardized patients while fellow students use the iSOAP checklist for peer feedback.
Findings: Pre- and post-learning activity surveys collect anonymous data via REDCap measuring student competence and confidence related to the specified telehealth competencies. Results show a statistically significant improvement in the student-perceived competence and confidence. The TeleOSCE survey assesses students’ telehealth experiences and demonstrates an increased understanding of telemedicine. The NLN Simulation Design Scale, Student Satisfaction and Self-Confidence in Learning, and open-ended questions capture student insights into the simulation experience and suggest areas for improvement. Students report positive simulation experiences including a safe space to learn from mistakes.
Conclusion: Telemedicine is essential to 21st-century healthcare, improving patient care through increased access to needed services. The outcomes of this competency-based educational activity for APRN students provide insight into best practices for integrating telehealth content in APRN curricula. Findings are useful for APRN faculty seeking innovative educational approaches to address telehealth competencies in their curricula. The modalities used present an easily replicable and sustainable model.
Description
Pre- and post-learning activity surveys collect anonymous data via REDCap measuring student competence and confidence related to the specified telehealth competencies. Results show a statistically significant improvement in the student-perceived competence and confidence. The TeleOSCE survey assesses students’ telehealth experiences and demonstrates an increased understanding of telemedicine. The NLN Simulation Design Scale, Student Satisfaction and Self-Confidence in Learning, and open-ended questions capture student insights into the simulation experience and suggest areas for improvement. Students report positive simulation experiences including a safe space to learn from mistakes.