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Telehealth professionalism is an often-overlooked element when performing telehealth visits, but it is one that can impact patient and provider satisfaction with this health care delivery modality. This article describes a telehealth professionalism activity that was integrated into the education of advanced practice registered nursing students as one part of their telehealth education. Attainment in knowledge with this activity, in conjunction with positive student feedback, shows promise regarding the impact of the educational intervention and its sustainability.KEY WORDS Depression -Telehealth Etiquette -Telehealth Professionalism -Telepsychiatry W ith the rapid adoption of telehealth as a modality to provide quality health care at a distance, measures need to be in place to ensure that remote care affords patients with the same sense of well-being as in-person visits. Barriers to the utilization of telehealth include the loss of personalization and therapeutic communication (Cowan et al., 2019;Kocsis & Yellowlees, 2018;Wiljer et al., 2019). To combat these barriers, telehealth providers must be educated on the interpersonal skills and environmental requirements that are needed during a telehealth visit. These are known as telehealth professionalism or telehealth etiquette.It is important to note that telehealth professionalism not only encompasses therapeutic communication with the patient but also addresses several areas that contribute to a seamless telehealth visit at both the originating and distant sites (Gustin et al., 2020;Maheu et al., 2018;Rutledge et al., 2017). This article describes how one graduate nursing program combined a telehealth professionalism activity with telepsychiatry training in an existing clinical course for advanced practice registered nurses (APRNs). Reports of a pretest-posttest are presented, along with student comments from debriefing and a short essay evaluation.

Introduction: Routine screening of adolescents for depression and suicide risk is now considered best clinical practice. However, due to a lack of training, many physicians do not engage in screening. The goal of this curriculum is to improve learner knowledge of and comfort in adolescent depression and suicide risk assessment and management. Methods: The didactic session typically takes 60-90 minutes to complete. In addition to a teaching PowerPoint that provides instruction in both the assessment and management of adolescent depression and suicide risk, the curriculum also includes a suicide assessment and management protocol. This protocol outlines an algorithm that assists in distinguishing between individuals at high and low risk of suicide. The algorithm enables clinicians to determine the most appropriate management plan based on the assessed level of suicide risk. Results: Outcome measures indicate that the majority of residents improved their self-perceived knowledge and comfort in assessing and managing depression and suicide risk, with an average of 61.7% of residents moving from the novice to the proficient group at the conclusion of the rotation. These results reflect learners obtaining 4 weeks of supervised clinical experience after the didactic session. Discussion: This curriculum was designed for use with pediatric and internal medicine-pediatric residents during their adolescent medicine rotation but could easily be adapted for use with other learners in different settings.

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