Carolyn M Rutledge1, Jennifer O'Rourke, Anne M Mason, Katherine Chike-Harris, Lyn Behnke, Lolita Melhado, Loureen Downes, Tina Gustin. 1. Author Affiliations: Professor and Associate Chair of Nursing (Dr Rutledge), Nursing Department, Old Dominion University, Norfolk, Virginia; Assistant Professor (Dr O'Rourke), Nursing Department, Marcella Niehoff School of Nursing, Loyola University Chicago, Illinois; Clinical Associate Professor and Associate Dean for Graduate Programs (Dr Mason), Nursing Department, Washington State University, Pullman, Washington; Assistant Professor (Dr Chike-Harris), Nursing Department, Medical University of South Carolina, Charleston, South Carolina; Assistant Professor of Nursing (Dr Behnke), Nursing Department, University of Michigan-Flint, Michigan; Assistant Professor (Dr Melhado) and Associate Professor and Doctor of Nursing Practice Program Director (Dr Downes), Florida Nursing Department, Florida Coast University, Fort Myers, Florida; and Associate Professor and Director of Center for Telehealth Innovation, Education, & Research (Dr Gustin), Nursing Department, Old Dominion University, Norfolk, Virginia.
Abstract
BACKGROUND: Telehealth is a rapidly growing health care delivery modality with advanced practice nurses as key providers. This growth has occurred without critical consideration of provider training. Training requires the development of competencies situated within a framework. PROBLEM: Standardized telehealth competencies for advanced practice nursing are missing. The purpose of this article is to describe the development of telehealth competencies for education and practice. APPROACH: Using the Four P's of Telehealth framework (planning, preparing, providing, and performance evaluation), a modified Delphi technique was used to identify, develop, and evaluate telehealth competencies. OUTCOMES: Competencies were arranged around telehealth domains, expected activities, and outcomes. Effective use of the competencies to guide curriculum development, practice, and future research related to telehealth was identified. CONCLUSIONS: Providing education with competencies aligned to the Four P's Telehealth framework will provide learners with tools to assume leadership roles in all phases of telehealth implementation, delivery, and refinement.
BACKGROUND: Telehealth is a rapidly growing health care delivery modality with advanced practice nurses as key providers. This growth has occurred without critical consideration of provider training. Training requires the development of competencies situated within a framework. PROBLEM: Standardized telehealth competencies for advanced practice nursing are missing. The purpose of this article is to describe the development of telehealth competencies for education and practice. APPROACH: Using the Four P's of Telehealth framework (planning, preparing, providing, and performance evaluation), a modified Delphi technique was used to identify, develop, and evaluate telehealth competencies. OUTCOMES: Competencies were arranged around telehealth domains, expected activities, and outcomes. Effective use of the competencies to guide curriculum development, practice, and future research related to telehealth was identified. CONCLUSIONS: Providing education with competencies aligned to the Four P's Telehealth framework will provide learners with tools to assume leadership roles in all phases of telehealth implementation, delivery, and refinement.