Kelly Michelle M, Blunt Elizabeth, Nestor Kelly
College of Nursing, Villanova University, Villanova, Pennsylvania.
J Am Assoc Nurse Pract. 2017 Dec;29(12):725-732. doi: 10.1002/2327-6924.12526. Epub 2017 Oct 25.
Few nurse practitioner (NP) programs include an after-hours/on-call component in their clinical preparation of NP students. This role is expected in many primary and specialty care practices, and is one that students feel unprepared to competently navigate.
Utilizing simulated callers as patients or parents, NP students participated in a simulated after-hours/on-call experience that included receiving the call, managing the patient, and submitting documentation of the encounter. Students completed pre- and postparticipation evaluations, and were evaluated by the simulated patient callers and faculty using standardized evaluation tools.
NP students rated the experience as an educationally valuable experience despite feeling anxious and nervous about the experience. Several essential skills were identified including critical thinking, clear communication, self-confidence, and access to resources. After participation NP students were more receptive to an NP position with an on-call component.
Inclusion of a simulated on-call experience is a feasible component of NP education and should be added to the NP curriculum.
很少有执业护士（NP）项目在其对NP学生的临床培训中纳入非工作时间/随叫随到的内容。在许多初级和专科护理实践中都需要这个角色，而学生们觉得自己没有准备好胜任这一工作。
NP学生利用模拟来电者扮演患者或家长，参与一次模拟的非工作时间/随叫随到体验，包括接听电话、处理患者问题以及提交此次诊疗的记录。学生们完成了参与前和参与后的评估，模拟患者来电者和教员使用标准化评估工具对他们进行了评估。
尽管NP学生对这次体验感到焦虑和紧张，但他们认为这次体验具有教育价值。确定了几项重要技能，包括批判性思维、清晰的沟通、自信以及获取资源的能力。参与之后，NP学生对有随叫随到工作内容的NP职位更感兴趣。
纳入模拟随叫随到体验是NP教育中一个可行的组成部分，应添加到NP课程中。
