Integration of Telehealth Education into the Health Care Provider Curriculum: A Review.

Introduction: Telehealth is a rapidly expanding health care delivery modality with increasing utility in the health care community. It is imperative that telehealth education is provided during the training of health care providers to ensure the proper usage and application of this health care delivery system. A comprehensive literature review of telehealth education integrated into the curricula of physician, physician assistant, and advanced practiced registered nurse training programs has not been reported to date. Materials and Methods: An electronic literature search was performed using Scopus®, PubMed, and 17 of the 35 databases on the EBSCOHost platform. We included studies where telehealth concepts and components were integrated in the curriculum for primary care students. We extracted information pertinent to understanding the scope and sustainability of the curriculum and tabulated the results. Results: After a full-text screening of 164 articles and critically analyzing 34, eight articles were included in this review. Comparison of these articles showed no consistency in how telehealth was integrated into the various health care curricula. Content delivered usually included basic telehealth information, however, the depth and breadth of content varied significantly based on the interventions. Discussion: For the articles included in this review, there were no formal study designs regarding basic telehealth educational integration or competencies. While authors recommended conducting evaluation and determining the effectiveness of the interventions, they did not provide a clear picture as to how these efforts should be conducted. Conclusions: In addition to developing a standardized telehealth curriculum, national competencies need to be created, which will guide the development of standardized curriculum across health care training programs.

Enhancing Doctor of Nursing Practice Students' Diagnostic and Clinical Reasoning Skills.

BACKGROUND: This article describes one school of nursing's successful approach to augmenting Doctor of Nursing Practice students' diagnostic and clinical reasoning skills. METHOD: Faculty convened a taskforce to evaluate the current clinical tracking system to expand the clinical log and develop a formative assessment tool. RESULTS: The clinical log enhancement allowed faculty to assess students' learning, clinical decision making, and readiness for clinical progression throughout the program. CONCLUSION: The expansion of the clinical log system resulted in students' heightened understanding of documentation and clinical practice, and also allowed faculty to comprehensively assess students in diagnostic and clinical reasoning. [J Nurs Educ. 2023;62(2):109-111.].