TY - JOUR
T1 - Telehealth Competencies Leveled for Continuous Advanced Practice Nurse Development
AU - Dzioba, Christina
AU - LaManna, Jacqueline
AU - Perry, Cynthia K.
AU - Toerber-Clark, Jody
AU - Boehning, Annie
AU - O’Rourke, Jenny
AU - Rutledge, Carolyn
N1 - Funding Information:
This project was supported by the Health Resources and Services Administration (HRSA) of the US Department of Health and Human Services (HHS) as part of an award totaling $2.8 million. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by HRSA, HHS, or the US government.
Publisher Copyright:
Copyright © 2022 Wolters Kluwer Health, Inc. All rights reserved.
PY - 2022/9/1
Y1 - 2022/9/1
N2 - 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.
AB - 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.
KW - Benner’s Novice to Expert
KW - advanced practice nursing
KW - competency-based education
KW - leveling competencies
KW - nurse practitioner education
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U2 - 10.1097/NNE.0000000000001196
DO - 10.1097/NNE.0000000000001196
M3 - Article
C2 - 35404870
AN - SCOPUS:85137127441
SN - 0363-3624
VL - 47
SP - 293
EP - 297
JO - Nurse Educator
JF - Nurse Educator
IS - 5
ER -