Peer patient round table: FNP student evaluation of clinical performance
Backgrounds: Clinical performance is a crucial part of evaluation in FNP education and has traditionally been accomplished through faculty site visits. The evolution of distance learning, online programs, and the COVID-19 pandemic have further complicated the difficulty of completing site visits, re...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2025-06-01
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| Series: | Science Talks |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2772569325000428 |
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| Summary: | Backgrounds: Clinical performance is a crucial part of evaluation in FNP education and has traditionally been accomplished through faculty site visits. The evolution of distance learning, online programs, and the COVID-19 pandemic have further complicated the difficulty of completing site visits, requiring innovation in education. The Peer Patient Round Table (PPRT) was developed as the alternative evaluation method of student performance. In the PPRT method, students are involved in the shared role-play of three roles a patient, a nurse practitioner student, and a preceptor in individual scenarios. Purpose: This project evaluated the PPRT experiences of students and faculty. Methods: A mixed-method post-intervention pilot study was conducted using a qualitative and quantitative survey, among 14 NP students and 4 faculty who participated in the PPRT sessions during the COVID-19 pandemic. Results/conclusions: Both students and faculty reported that the PPRT evaluation method effectively measures students' clinical performance, comparable to traditional site visits. Several positive aspects of PPRT were highlighted: the dynamic peer interaction, the evolution of thought processes through three different viewpoints/roles, and students challenging themselves to think out of the box based on each role, along with greater responsibility and independence to complete the patient visit. Limitations and recommendations were discussed. |
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| ISSN: | 2772-5693 |