AACN Transform Poster Showcase

Strengthening Pediatric Telehealth Simulation Pedagogies in Family Nurse Practitioner Curricula
Honorable Mention


Topic: Academic Nursing: Excellence & Innovation

Background/Introduction: Telehealth is a core advanced practice nursing competency (NONPF, 2017) and an integral component of pediatric primary care. A curricular review of the NYU Meyers Family Nurse Practitioner (FNP) program revealed a gap in the provision of pediatric telehealth didactic. This curricular gap undermined student self-efficacy and preparedness during simulated pediatric telehealth visits.

Purpose: The purpose of this curricular quality improvement project was to increase students’ self-efficacy during pediatric telehealth simulation and prepare them for pediatric clinical placements by introducing pediatric telehealth didactic prior to the simulation experience and concurrently with clinical rotations.

Methods or Processes/Procedures: The educational intervention was guided by Bandura’s Social Cognitive Theory. The pediatric telehealth module included a brief history of telehealth use in pediatric primary care, best practices in conducting pediatric telehealth visits, and a simulated pediatric telehealth sick visit emphasizing evidence-based methodologies, including introduction, consent, history and physical examination, counseling, and documentation. A demographic survey measured sample characteristics. Self-efficacy was measured by repeated, adapted pediatric telehealth self-efficacy surveys pre- and post- pediatric telehealth module and again post-simulation. Pre- and post- pediatric telehealth module knowledge assessments were also measured. Additionally, a semi-structured, qualitative questionnaire provided descriptive context to survey responses.

Results: Pre- and post-module pediatric telehealth self-efficacy survey scores showed significant improvements (p=< 0.001) as did post-simulation scores (p=< 0.001). Significant improvement in pediatric telehealth knowledge assessments (p=< 0.001) was noted. Qualitative trends added insight into student perceptions of the pediatric telehealth educational intervention.

Limitations: Limitations of the curricular quality improvement project included use of a non-validated, adapted self-efficacy survey and inability to psychometrically test knowledge assessment questions prior to administration.

Conclusions/Implications for Practice: This curricular quality improvement project successfully integrated a pediatric telehealth module prior to pediatric primary care telehealth simulation with significant improvements in student self-efficacy and knowledge. Inclusion of pediatric telehealth didactic in FNP curricula strengthens simulation pedagogies.


Ellen Hollander
DNP, FNP-C, CLC


Biography

Dr. Ellen Hollander is a recent graduate of the DNP program at NYU Rory Meyers College of Nursing. Dr. Hollander has 24 years of experience in pediatric and adult health. She currently works as a Family Nurse Practitioner at an FQHC where she was instrumental in the integration of telehealth into primary care. Dr. Hollander is also an adjunct faculty member at NYU Meyers.


Email: Ellen.Hollander@nyu.edu

Co-Author(s)
Chin Tam, DNP, FNP-BC
Saribel Garcia Quinones, DNP, PPCNP-BC
Charles Tilley, PhD, ANP-BC, ACHPN, CWOCN
Jennifer Nahum, DNP, CPNP-AC, PPCNP-BC