University of Kentucky College of Nursing, Lexington, Kentucky.
J Am Assoc Nurse Pract. 2021 Sep 20;34(2):254-260. doi: 10.1097/JXX.0000000000000656.
Graduate level nursing programs are having increasing difficulty obtaining clinical sites for their students. Nurse practitioner (NP) students need a minimum of 500 direct care hours in addition to indirect hours. Simulation experiences may not be used as direct patient care hours for NP students, but telehealth experiences may be used if the focus is on obtaining similar competencies to what would be acquired with face-to-face patient experiences. One college of nursing adapted several opportunities for NP students to acquire indirect clinical experiences and specific NP competencies during the coronavirus (COVID-19) pandemic. Several different clinically focused teaching methodologies were planned and implemented. These varied by NP specialty track and included complex case analyses, virtual (Zoom) rounds, well-child cases, and objective structured clinical examinations. These adapted clinical experiences are effective methods of helping students acquire clinical competencies and skills; however, they bring their own challenges. Post-COVID may be a time of new beginnings, moving nursing education forward on finding new and better ways to ensure that students acquire clinical competencies. What the new normal will be for nursing education is yet to be determined, but nursing education will likely never return to where we were before the pandemic.
研究生护理项目越来越难以为学生找到临床实习地点。除了间接时间外，护士从业者（NP）学生还需要至少 500 小时的直接护理时间。模拟经验不能用作 NP 学生的直接患者护理时间，但如果重点是获得与面对面患者体验相同的能力，那么远程医疗经验可以被使用。有一所护理学院在冠状病毒（COVID-19）大流行期间为 NP 学生适应了几种获得间接临床经验和特定 NP 能力的机会。计划并实施了几种不同的以临床为重点的教学方法。这些方法因 NP 专业轨道而异，包括复杂病例分析、虚拟（Zoom）查房、婴幼儿病例和客观结构化临床考试。这些适应的临床经验是帮助学生获得临床能力和技能的有效方法；然而，它们也带来了自己的挑战。新冠疫情后可能是一个新起点的时期，推动护理教育向前发展，寻找新的更好的方法来确保学生获得临床能力。新冠疫情后护理教育的新常态是什么还有待确定，但护理教育可能永远不会回到大流行前的状态。
