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Developing Family Nurse Practitioner Student Competencies: A Two-Part Mental Health-Focused Telehealth Education Activity.

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Title: Developing Family Nurse Practitioner Student Competencies: A Two-Part Mental Health-Focused Telehealth Education Activity.
Authors: Baliko, Beverly1 balikob@email.sc.edu, Raynor, Phyllis1 raynorp@mailbox.sc.edu, Cox, De'Anna1 dlcox@mailbox.sc.edu, Tavakoli, Abbas1 abbas.tavakoli@sc.edu
Source: Journal of Professional Nursing. Nov2023, Vol. 49, p33-39. 7p.
Subject Terms: *Focus groups, *Teaching methods, *Health occupations students, *Curriculum, *Documentation, *Nursing education, *Clinical competence, *Mental depression, *Cost effectiveness, *Nursing students, Simulated patients, Interviewing, Surveys, Nursing practice, Patient-professional relations, Patient care, Medical appointments, Telemedicine, Psychiatric treatment, Mental illness
Abstract: Telehealth is becoming a vital option for increasing access to health care. Family Nurse Practitioners (FNPs) are often the primary providers for rural and disadvantaged populations. They may be the first to encounter patients experiencing depression and other psychiatric problems. This article describes a two-part simulated telehealth education initiative to build FNP student competencies in the use of telehealth technology to interview clients with depressive symptoms. In Part 1, students completed didactic modules that introduced them to telehealth concepts. In Part 2, they participated in a simulated telehealth encounter with a standardized patient experiencing depression. Preparation included a review of care of patients with depression and focused content on telehealth etiquette. After the encounter, they received feedback from the standardized patient, debriefed with faculty, and documented their simulated telehealth visit. The activity was evaluated through post-education surveys and a one-time focus group. Students were overwhelmingly positive regarding the relevance of the educational activity to their graduate preparation and future practice. Many shared suggestions for refinement of the activity. Integration into the current curriculum and use of existing resources increased the feasibility, cost-effectiveness, and potential for long-term sustainability of the educational initiative. • FNP students participated in a simulation to build competencies using telehealth technology to provide mental health care. • Faculty incorporated didactic telehealth education and clinical application activities in two FNP program core courses. • The telehealth educational activity was generally well-received and perceived as a valuable addition to the curriculum. • The educational activity engaged FNP students in a virtual encounter with a live SP for a mental health-focused problem. • FNP students reported increased knowledge, confidence, and interest in telehealth delivery after the educational activity. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Telehealth is becoming a vital option for increasing access to health care. Family Nurse Practitioners (FNPs) are often the primary providers for rural and disadvantaged populations. They may be the first to encounter patients experiencing depression and other psychiatric problems. This article describes a two-part simulated telehealth education initiative to build FNP student competencies in the use of telehealth technology to interview clients with depressive symptoms. In Part 1, students completed didactic modules that introduced them to telehealth concepts. In Part 2, they participated in a simulated telehealth encounter with a standardized patient experiencing depression. Preparation included a review of care of patients with depression and focused content on telehealth etiquette. After the encounter, they received feedback from the standardized patient, debriefed with faculty, and documented their simulated telehealth visit. The activity was evaluated through post-education surveys and a one-time focus group. Students were overwhelmingly positive regarding the relevance of the educational activity to their graduate preparation and future practice. Many shared suggestions for refinement of the activity. Integration into the current curriculum and use of existing resources increased the feasibility, cost-effectiveness, and potential for long-term sustainability of the educational initiative. • FNP students participated in a simulation to build competencies using telehealth technology to provide mental health care. • Faculty incorporated didactic telehealth education and clinical application activities in two FNP program core courses. • The telehealth educational activity was generally well-received and perceived as a valuable addition to the curriculum. • The educational activity engaged FNP students in a virtual encounter with a live SP for a mental health-focused problem. • FNP students reported increased knowledge, confidence, and interest in telehealth delivery after the educational activity. [ABSTRACT FROM AUTHOR]
ISSN:87557223
DOI:10.1016/j.profnurs.2023.08.009