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Using Virtual Site Visits in the Clinical Evaluation of Nurse Practitioner Students

Student and Faculty Perspectives

Harris, Melodee PhD, RN; Rhoads, Sarah J. PhD, DNP, WHNP-BC, FAAN; Rooker, Janet S. MNSc; Kelly, Mary Alice MSN; Lefler, Leanne PhD, RN; Lubin, Sandra MA, RN; Martel, Isis L. MS; Beverly, Claudia J. PhD, RN

doi: 10.1097/NNE.0000000000000693
Nurse Educator: PDF Only
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PAP

Background The use of telehealth technology to conduct virtual site visits is an innovative strategy for evaluating the performance of nurse practitioner (NP) students in remote settings. Although there is an abundance of studies on telehealth for the remote monitoring and assessment of patients, there are limited data on its use for evaluating NP students during clinical learning experiences.

Purpose The purpose of this project was to understand the perspectives of NP students and faculty on the feasibility of using virtual site visits to evaluate the students' performance during clinical experiences.

Methods Online surveys were used to collect student and faculty perspectives on the use of virtual technology during clinical site observations.

Results Overall, students and faculty reported positive experiences with the virtual site visits.

Conclusion Virtual site visits are feasible in most clinical settings.

This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CCBY-NC-ND), where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially without permission from the journal.

Author Affiliations: Assistant Professor (Dr Harris), Associate Professor (Dr Lefler), Clinical Associate Professor (Ms Rooker), Clinical Assistant Professor (Ms Kelly), and Project Director (Ms Lubin), College of Nursing, University of Arkansas for Medical Sciences, Little Rock; Professor (Dr Rhoads), College of Nursing, University of Tennessee Health Science Center, Memphis; Research Associate III (Ms Martel), University of Arkansas for Medical Sciences, Fayetteville; and Professor (Dr Beverly), University of Arkansas for Medical Sciences, Little Rock.

This project was supported by HRSA Advanced Nursing Education Program grant HRSA-15-046.

The authors declare no conflicts of interest.

Correspondence: Dr Harris, College of Nursing, University of Arkansas for Medical Sciences, 4301 W Markham St, #529, Little Rock, AR 72205 (harrismelodee@uams.edu).

Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal's website (www.nurseeducatoronline.com).

Accepted for publication: March 25, 2019

Published ahead of print: May 24, 2019

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