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Johnson D, Gatewood E, Ling A, et al. Teleprecepting: A timely approach to clinical education during COVID-19. J Am Assoc Nurse Pract. 2021;34(1):153-159doi: 10.1097/JXX.0000000000000567.
Johnson, D., Gatewood, E., Ling, A., & Kuo, A. C. (2021). Teleprecepting: A timely approach to clinical education during COVID-19. Journal of the American Association of Nurse Practitioners, 34(1), 153-159. https://doi.org/10.1097/JXX.0000000000000567
Johnson, Deborah, et al. "Teleprecepting: A timely approach to clinical education during COVID-19." Journal of the American Association of Nurse Practitioners vol. 34,1 (2021): 153-159. doi: https://doi.org/10.1097/JXX.0000000000000567
Johnson D, Gatewood E, Ling A, Kuo AC. Teleprecepting: A timely approach to clinical education during COVID-19. J Am Assoc Nurse Pract. 2021 Feb 24;34(1):153-159. doi: 10.1097/JXX.0000000000000567. PMID: 33660623; PMCID: PMC8715988.
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J Am Assoc Nurse Pract. 2021 Feb 24;34(1):153-159. doi: 10.1097/JXX.0000000000000567.

Teleprecepting: A timely approach to clinical education during COVID-19.

Journal of the American Association of Nurse Practitioners

Deborah Johnson, Elizabeth Gatewood, Amanda Ling, Angel Chen Kuo

Affiliations

  1. Department of Family Health Care Nursing, University of California San Francisco School of Nursing, San Francisco, California.
  2. Department of Community Health Systems, University of California San Francisco School of Nursing, San Francisco, California.

PMID: 33660623 PMCID: PMC8715988 DOI: 10.1097/JXX.0000000000000567

Abstract

ABSTRACT: Clinical training is a key component of nurse practitioner (NP) education. The rapid shift to telehealth necessitated by the pandemic has also created a need for socially distanced education and precepting. This article presents teleprecepting as a modality for clinical opportunities and connecting students to previously limited experiences, such as training in small specialties, in rural areas, and with interdisciplinary teams. Precepting NP students using telehealth follows similar principles as in-person teaching, but some modifications and additional considerations are needed to transition to the virtual environment. At a time when many NPs have swiftly adapted to telehealth in practice, this article will offer a brief "how-to" for teleprecepting. Prior to COVID-19, teleprecepting was piloted with less than 2% of NP students in the school's pilot teleprecepting project. Seven months after the initial surge of cases and restrictions, 72% of students (n = 151) in the family nurse practitioner, psychiatric mental health nurse practitioner, and pediatric nurse practitioner specialties had transitioned to teleprecepting. This project was implemented rapidly during the pandemic, and thus, evaluations comparing competency outcomes and experiences of students and preceptors are still in process. Additionally, feasibility of this educational model may change as telehealth regulations continue to evolve. COVID-19 poses challenges for both patient care and clinical training of NP students across specialties. With some adaptation, clinical placements can be transitioned to the virtual environment of telehealth. Future studies should examine student competencies based on teleprecepting experiences and preceptor training to support teleprecepting roles.

Copyright © 2021 The Authors. Published by Wolters Kluwer on behalf of the American Association of Nurse Practitioners.

Conflict of interest statement

Competing interests: The authors report no conflicts of interest.

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