Efficacy of distant curricular models: Comparing hybrid versus online with residency outcomes in nurse practitioner education.

BACKGROUND: Nurse practitioner programs increasingly incorporate distant learning. Challenges establishing workforce preparedness and clinical competency are well documented in distance education literature. An evidence gap exists establishing the efficacy of online course delivery modalities. OBJECTIVE: To determine if an online clinical training program with required residencies is an effective delivery modality in nurse practitioner education. METHODS: This observational, cohort research evaluates distant learning by comparing student cohort outcomes from a successful hybrid family nurse practitioner (FNP) program to student cohort outcomes from an online with residency requirement program. Mixed methods, comparative research examine a convenience sample of 98 FNP students. Quantitative measures include 5 summative simulation based experiences, national certification exam pass rates, and an indirect student survey. Statistical analyses include equivalence tests with Bonferroni corrections for multiple comparisons and Pearson Chi-square test for independence. Qualitative analysis employs a short answer question, open-coded for thematic analysis, to assess curricular model perceptions. RESULTS: Analyses demonstrate no practical difference, broad statistical equivalency across 6 of 7 quantitative measures, and identify qualitative similarities in thematic analyses across cohorts. CONCLUSION: This study supports equivalency in outcomes between hybrid and online with residency course delivery models when curricular and clinical competency assessments are uniformly implemented. This research suggests the impact of curricular delivery modality is low.

Telemedicine simulation in online family nurse practitioner education: Clinical competency and technology integration.

BACKGROUND AND PURPOSE: Assessment of clinical competency in distance education programs presents new challenges and yet is imperative to patient safety and continued success of the profession. Furthermore, employers increasingly expect a skill set in current informational technologies. Clinical competence has been assessed using high stakes, standardized patient simulation in traditional, on-campus educational programs. Telemedicine technology integrated with standardized patient simulations may provide a solution for teaching the essentials of information technology and provide a modality for clinical competency assessment in distance education. METHODS: Telemedicine was introduced to students via a formative, didactic assignment. This preparation facilitated the use of telemedicine technology integrated with standardized patient simulations to assess clinical competency of online students. In addition, this format required students to apply the fundamentals of informational technologies. CONCLUSION: Combining the modality of telemedicine with high stakes, standardized patient simulation to assess clinical competence is innovative and ensures high standards in distant education while addressing the preparation of students in the use of emerging technologies. IMPLICATIONS FOR PRACTICE: Telemedicine integrated with human standardized patient simulation is a promising modality for clinical competency assessment and determination of program progression in distance education. In addition, students become accustomed to the informational technologies encountered in the workplace.