远程医疗能力：为持续的高级实践护士发展分层。
Telehealth Competencies: Leveled for Continuous Advanced Practice Nurse Development.
机构信息
Assistant Professor (Dr Dzioba), School of Nursing, Florida Gulf Coast University, Fort Myers; Associate Professor (Dr LaManna) and Program Chair, School of Nursing, University of Central Florida, Orlando; Professor (Dr Perry), School of Nursing, Oregon Health & Science University, Portland; Assistant Professor (Dr Toerber-Clark), School of Nursing, Washburn University, Topeka, Kansas; Assistant Professor (Dr Boehning), Department of Nursing CSU Bakersfield, Bakersfield, California; Assistant Professor Tenure Track (Dr O'Rourke), School of Nursing, Loyola University, Chicago, Illinois; Professor (Dr Rutledge), Associate Chair, School of Nursing, and Co-Director of Center for Telehealth Innovation, Education, and Research (C-TIER), Old Dominion University, Virginia Beach.
出版信息
Nurse Educ. 2022;47(5):293-297. doi: 10.1097/NNE.0000000000001196. Epub 2022 Apr 11.
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.
背景
COVID-19 大流行促使远程医疗的使用迅速普及，而高级执业注册护士（APRN）在远程医疗服务中处于领先地位。为了推进护士从业者的培训并支持课程开发，制定了远程医疗方面的基本 APRN 学生能力。
问题
尽管已经制定了远程医疗能力，但对于它们在课程中的评估却知之甚少。向基于能力的护理教育转变涉及将广泛的能力分解为子能力，包括远程医疗能力。子能力支持在整个 APRN 课程中对学生的进展进行频繁的、多模式评估。
方法
利用远程医疗和研究生护理教育方面的专家，采用迭代方法，根据远程医疗的“四个 P”框架，制定并分级与远程医疗相关的子能力。
结果
为临床前和临床轮转以及实践准备制定了远程医疗子能力级别。
结论
与远程医疗的“四个 P”框架一致的分级子能力将支持不同项目的 APRN 教师在远程医疗中实施基于能力的教育。
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