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Area of Science:

  • Nursing Education
  • Telehealth
  • Competency-Based Education

Background:

  • COVID-19 pandemic accelerated telehealth adoption, with APRNs leading care delivery.
  • Essential APRN telehealth competencies were developed to guide nurse practitioner training.
  • Need for evaluating telehealth competencies within nursing curricula was identified.

Purpose of the Study:

  • To level broad telehealth competencies into specific subcompetencies for APRN curricula.
  • To support frequent, multimodal evaluation of student progress in telehealth.
  • To align telehealth competencies with the Four Ps of Telehealth framework.

Main Methods:

  • Adapted Benner's Novice to Expert Theory.
  • Faculty experts used an iterative process to develop and level subcompetencies.
  • Subcompetencies were aligned with the Four Ps of Telehealth framework.

Main Results:

  • Leveled telehealth subcompetencies were created for preclinical and clinical rotations.
  • Subcompetencies were defined for student readiness for practice.
  • The Four Ps of Telehealth framework guided the subcompetency development.

Conclusions:

  • Leveled telehealth subcompetencies support competency-based education for APRN programs.
  • These subcompetencies provide a framework for faculty implementing telehealth education.
  • The development aids in standardizing telehealth training for future nurse practitioners.