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Abstract：
Clinical performance is a crucial part of evaluation in nurse practitioner education and has traditionally been accomplished through faculty site visits. The evolution of distance learning and on-line programs along with the recent COVID-19 pandemic has further complicated completing site visits, requiring innovative strategies. \'The Peer Patient Round Table (PPRT)\' was developed as an innovative evaluation method of student performance. It utilizes the standardized patient simulation concept and shared role-play modality via a telehealth platform. During the PPRT evaluation session, students were involved in a shared role-play of three roles; as a patient, a nurse practitioner student, and a preceptor in individual scenarios. A family nurse practitioner program at Radford University, located in Southwest Virginia, incorporated the PPRT method as the alternative student evaluation method starting May 2020 during COVID-19 pandemic for the last two years. After the first year of implementation of the PPRT, students and faculty were surveyed about the effectiveness of PPRT as a clinical evaluation method as well as their satisfaction with the modality. This article discusses the details of the PPRT procedures, PPRT experiences from faculty and students along with lessons learned.
摘要：
临床表现是护士教育评估的重要组成部分，传统上是通过教师实地考察来完成的。远程学习和在线课程的发展以及最近的COVID-19大流行使完成现场访问变得更加复杂，需要创新战略。“同行患者圆桌会议（PPRT）”是一种创新的学生表现评估方法。它利用标准化的患者模拟概念和通过远程医疗平台共享的角色扮演方式。在PPRT评估会议期间，学生参与了三个角色的共同角色扮演；作为病人，一名护士学生，和个别场景中的导师。雷德福大学的家庭护士执业计划，位于弗吉尼亚西南部,在过去两年的COVID-19大流行期间，从2020年5月开始，将PPRT方法作为替代学生评估方法。在实施PPRT的第一年之后，对学生和教职员工进行了有关PPRT作为临床评估方法的有效性以及他们对该方式的满意度的调查。本文讨论了PPRT过程的细节，教师和学生的PPRT经验以及经验教训。
