The teaching and learning of nursing theory, at all program levels, is challenging due to the complexity and abstract nature of its content, the dry nature in which the study of theory often is approached, a perception of disconnect from practice, and faculty discomfort and avoidance of the subject matter. Adapting creative educational strategies to the online environment is an ongoing challenge for educators. Role-play relates well to the constructivist basis of creating personal meaning based on the individual's experiences. This article examines the use of role-play as an educational strategy for teaching nursing theory in an online baccalaureate program. In a core professional issues course, students adopt the persona of a specific nursing theorist, interacting with other "nursing theorists" played by their peers. Student engagement and active learning reflect excitement and interest, and course evaluations have been extremely positive for this content and method.

This article reviews the use of constructivism in traditional brick-and-mortar classrooms, as opposed to the online learning environment. The applicability of constructivism to nursing education is discussed. The article concludes with recommendations for online nursing education programs, offering ways that constructivist methodologies can be applied to online distance education.

Providing safe nonemergent care during the coronavirus disease 2019 (COVID-19) pandemic has been challenging for NPs. This article, the first of a three-part series, will overview telehealth and telemedicine and provide a brief history of the two. The benefits, challenges, and temporary changes due to COVID-19 will also be addressed.

NPs see many medication alerts on a daily basis. The dilemma is finding a balance between having enough alerts to prevent harm and too many inappropriate alerts, causing alert fatigue. Technical and human factors affect how alerts impact NPs, and consequently, NPs should play a role in ensuring only appropriate alerts are used.

Diseaser emergencies are occurring with seemingly increased frequency. The likelihood that gerontological nurse will be involved in a disaster scenario, regardless of practices setting, is real. Instead of recoiling from this likelihood, the best approach is preparedness. In this article we examine what constitutes a disaster and how it differs from an emergency, as well as the potential impact of disaster on older adults in general and those with dementia in particular. Concepts of sheltering in plac, caring for older adults with dementia in a temporary shelter, and partnering with nurses in acute care settings are discussed.

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The Nurse Practitioner • June 2021 43 n this series of articles, we explore how NPs can help their patients adapt to the new and changing healthcare environment and modes of patient care brought on by the pandemic, as many clinics reduce or eliminate in-person visits. The fi rst article covered the history of telehealth, its benefi ts and challenges, as well as regulations, reimbursement, and licensure. The second article covered the education necessary for the NP, staff, and patient in using new technologies and appropriate behaviors to ensure a meaningful telehealth visit, in addition to perceptions from each stakeholder's points of view. In this last article, we will look at a telehealth visit based on several experiences the authors have had as NPs, family members, and patients.Patient Mrs. P encountered issues while trying to connect with her NP, Ms. Mason, via telehealth. The most glaring problem was Ms. Mason's lateness to the

In this second article of a three-part series, we explore how stakeholders can be educated on the use of telehealth technology and telemedicine. We address the need for staff and patient support for the transition to telehealth and offer suggestions to NPs for appropriate presentation and interaction with interdisciplinary teams and patients regarding telehealth.