School of Nursing, Texas Tech University Health Science Center, Lubbock, Texas.
J Am Assoc Nurse Pract. 2022 Nov 1;34(11):1216-1224. doi: 10.1097/JXX.0000000000000776.
Telemental health services grew during the COVID pandemic, resulting in psychiatric-mental health nurse practitioner students obtaining clinical hours through this modality. Although patient outcome data demonstrate the efficacy of telemental health services, data on the efficacy of learning through telehealth clinical experiences are lacking.
To explore perceptions of learning through telehealth clinical experiences by students, preceptors, and faculty and to identify perceived barriers and facilitators to facilitating telehealth clinical experiences.
Mixed-methods exploratory study using web-based, researcher-designed, cross-sectional surveys eliciting perceptions of learning and perceived barriers and facilitators to telemental health clinical experiences sent to current and former PMHNP students and their preceptors of a state university in the southwest along with PMHNP faculty in the National Organization of Nurse Practitioner Faculties. Students and preceptors were offered the option to participate in a semistructured interview.
Twenty students (35.7%), 22 preceptors (24.7%), and 19 faculty (25.3%) participated in the surveys. Three preceptors and three students volunteered for interviews. Telemental health clinicals were perceived by students as equivalent to or superior to in-person learning. Preceptors rated the teaching/learning environment through telemental health as equivalent or better as compared with in-person clinicals with two exceptions. Faculty-rated greatest barrier to telemental health clinicals was telephone visits because of technology issues.
Telemental health clinicals can provide a high-quality learning experience for students.
Preceptors should be provided with resources for facilitating telemental health clinicals. Ongoing discussions regarding the number of clinical hours recommended through telehealth are needed.
在新冠疫情期间，远程心理健康服务得到了发展，这导致精神科-心理健康护士从业者的学生通过这种模式获得临床实践时间。尽管患者的结果数据表明远程心理健康服务的有效性，但缺乏通过远程医疗临床经验学习的有效性的数据。
探索学生、导师和教师对通过远程医疗临床经验学习的看法，并确定促进远程医疗临床经验的障碍和促进因素。
使用基于网络的、研究人员设计的、横断面调查的混合方法探索性研究，向西南州立大学的当前和以前的 PMHNP 学生及其导师以及国家护士从业者教师组织的 PMHNP 教师发送了关于通过远程医疗进行临床经验学习的看法以及对远程医疗临床经验的障碍和促进因素的感知。学生和导师可以选择参加半结构化访谈。
20 名学生（35.7%）、22 名导师（24.7%）和 19 名教师（25.3%）参与了调查。有 3 名导师和 3 名学生自愿接受采访。远程医疗临床实践被学生认为与面对面学习同等或更优越。与面对面临床实践相比，导师将通过远程医疗进行的教学/学习环境评为同等或更好，只有两个例外。教师认为远程医疗临床实践的最大障碍是由于技术问题导致的电话访问。
远程医疗临床实践可以为学生提供高质量的学习体验。
应向导师提供促进远程医疗临床实践的资源。需要继续讨论通过远程医疗推荐的临床实践时间数量。
