Leigh Montejo's research while affiliated with The Catholic University of America and other places
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Publications (7)
Limited research explores the effectiveness of educational interventions in meeting telehealth technology competencies. A combined didactic and simulation intervention was implemented with 66 prelicensure and 15 nurse practitioner students. Telehealth knowledge, confidence, and attitudes were evaluated using the Telemedicine Objective Structured Cl...
Through unfolding patient case studies, case-based learning has the potential to facilitate nurse practitioner (NP) student application of didactic knowledge to clinical practice, thus narrowing the theory-practice gap. The purpose of this study was to investigate NP student experience using virtual patient cases to supplement clinical learning. Bl...
Citations
... However, health educators have started to recommend or plan to incorporate telehealth into the curriculum [58]. Furthermore, research is being conducted on which telehealth competencies should be implemented in education and with what didactic means [16,31,[59][60][61]. ...
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... nursing education among prelicensure nursing students leading to increased confidence in telehealth skills, knowledge, teamwork, and collaboration ( Lister et al., 2018 ;Matsuda et al., 2022 ;Moore, Jairath, Montejo, O'Brien, & Want, 2023 ). Telehealth simulation has been implemented using a variety of telehealth and virtual platform technologies as a learning tool for prelicensure nursing students to explore family care, infant care, the role of the community health nurse ( Hoffman & Argeros, 2021 ;Matsuda et al., 2022 ;Sinclair & Relouw, 2022 ), home care and palliative care ( Reierson, Solli, & Bjork, 2015 ), and telehealth focused on rural environments ( Lister et al., 2018 ;Mennenga, Johansen, Foerster, & Tschetter, 2016 ). ...
... According to Moore and Montejo, well-designed virtual cases can effectively supplement nursing students' clinical learning without a clinical experiment. The investigators also reported that this method could substitute for clinical education and decrease the gaps between theory and practice (32). However, clinical training in the post-COVID-19 era cannot return to clinical training before the COVID-19 pandemic. ...
