Department of Family Health Care Nursing, University of California San Francisco School of Nursing, San Francisco, California.
Department of Community Health Systems, University of California San Francisco School of Nursing, San Francisco, California.
J Am Assoc Nurse Pract. 2021 Feb 24;34(1):153-159. doi: 10.1097/JXX.0000000000000567.
Clinical training is a key component of nurse practitioner (NP) education. The rapid shift to telehealth necessitated by the pandemic has also created a need for socially distanced education and precepting. This article presents teleprecepting as a modality for clinical opportunities and connecting students to previously limited experiences, such as training in small specialties, in rural areas, and with interdisciplinary teams. Precepting NP students using telehealth follows similar principles as in-person teaching, but some modifications and additional considerations are needed to transition to the virtual environment. At a time when many NPs have swiftly adapted to telehealth in practice, this article will offer a brief "how-to" for teleprecepting. Prior to COVID-19, teleprecepting was piloted with less than 2% of NP students in the school's pilot teleprecepting project. Seven months after the initial surge of cases and restrictions, 72% of students (n = 151) in the family nurse practitioner, psychiatric mental health nurse practitioner, and pediatric nurse practitioner specialties had transitioned to teleprecepting. This project was implemented rapidly during the pandemic, and thus, evaluations comparing competency outcomes and experiences of students and preceptors are still in process. Additionally, feasibility of this educational model may change as telehealth regulations continue to evolve. COVID-19 poses challenges for both patient care and clinical training of NP students across specialties. With some adaptation, clinical placements can be transitioned to the virtual environment of telehealth. Future studies should examine student competencies based on teleprecepting experiences and preceptor training to support teleprecepting roles.
临床培训是护士从业者（NP）教育的一个关键组成部分。大流行所导致的远程医疗的快速转变也需要进行社交隔离的教育和指导。本文提出远程指导作为临床机会和将学生与以前有限的经验联系起来的一种方式，例如在小专业、农村地区以及跨学科团队中进行培训。使用远程医疗对 NP 学生进行指导遵循与面对面教学类似的原则，但需要进行一些修改和额外的考虑，以过渡到虚拟环境。在许多 NP 迅速适应实践中的远程医疗的当下，本文将提供远程指导的简要“操作方法”。在 COVID-19 之前，远程指导在学校的试点远程指导项目中，只有不到 2%的 NP 学生进行了试点。在最初病例和限制激增后的七个月，家庭护士从业者、精神心理健康护士从业者和儿科护士从业者专业的 72%的学生（n=151）已经过渡到远程指导。该项目在大流行期间迅速实施，因此，比较学生和导师的能力结果和体验的评估仍在进行中。此外，随着远程医疗法规的不断发展，这种教育模式的可行性可能会发生变化。COVID-19 给跨专业的患者护理和 NP 学生的临床培训都带来了挑战。通过一些调整，可以将临床实习过渡到远程医疗的虚拟环境。未来的研究应该根据远程指导经验和导师培训来检查学生的能力，以支持远程指导角色。
