Telehealth Competencies

Abstract

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.

Digital Health Education and Training for Undergraduate and Graduate Nursing Students: Scoping Review

“…Fourteen studies [12,[104][105][106][107][108][109][110][111][112][113][114][115][116][117][118][119][120][121] provided a discussion of strategies that could be used by nurse educators or nursing programs to strengthen undergraduate and graduate nursing education including AI competencies to inform undergraduate and graduate education [104], role of clinical preceptors in helping students learn about digital health [12], guidelines for health informatics [105], different telehealth educational strategies including how to incorporate/level telehealth competencies in the curriculum [106][107][108][109][110], strategies for NI education or curricular leveling [111][112][113][114][115][116][117][118], and EHR simulations [119,120]. One study focused on digital health and technology competency [121].…”