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Background: The COVID-19 global pandemic brought mandatory shelter-in-place orders, disrupting traditional face-to-face teaching methods for advanced practice fellowship programs nationally, creating a challenge for fellowship program directors to preserve curriculum using nontraditional methods. Method: Using a variety of both web-based and app-based virtual platforms, a nationally accredited fellowship program converted traditional in-seat learning modalities to elearning platforms using both synchronous and asynchronous education. Results: Preliminary data indicate that knowledge acquisition and perceived fellow satisfaction are preserved despite the abrupt change to program delivery. Programmatic modifications were submitted to the American Nurse Credentialing Center for compliance and deemed as creative, innovative, and collaborative. Conclusion: Curriculum for advanced practice fellowship programs can be favorably converted to elearning using virtual platforms during a crisis. Through prompt reevaluation and restructuring, virtual platforms can replace in-seat didactic lectures, patient case studies, mentoring, and even simulation, while ensuring program continuation and compliance with accreditation standards. [ J Nurs Educ . 2020;59(9):514–517.]

Competence is essential for health care professionals; graduates must meet the responsibilities associated with a particular position. At one community college, nursing faculty have used a competency-based approach to educate and evaluate associate degree nursing students. The nursing curriculum is designed to allow for the inclusion of laboratory experiences for each nursing course and requires students to complete a clinical performance examination before advancing to the next level. The examination is designed as a clinical scenario with three to four responsibilities completed in random order. Critical elements developed by faculty are used to assess student competence. The increase in graduates’ abilities to complete these skills has been valuable to both employers and graduates. Since 1992, with the implementation of a competency-based curriculum, the program’s NCLEX-RN® pass rates (98%) have been consistently above the national and state averages. AUTHOR Received: August 26, 2004 Accepted: February 22, 2005 Ms. Klein is Professor of Nursing, Sauk Valley Community College, Dixon, Illinois, is currently enrolled as a doctoral student at Illinois State University. The author wishes to acknowledge the following people for their assistance in manuscript preparation: Dr. Eileen Fowles, Associate Professor, Mennonite College of Nursing, Illinois State University; Dr. George Padavil, Associate Professor of Educational Administration and Foundations, Illinois State University; and Dr. Brigid Lusk, Acting Chair, School of Nursing, Northern Illinois University. The author also wishes to thank Catherine Klein, MA, of Sauk Valley Community College for her editorial suggestions. Address correspondence to Colleen J. Klein, MS, APRN, BC, Professor of Nursing, Sauk Valley Community College, 173 Illinois Route 2, Dixon, IL 61021; e-mail: kleinc@svcc.edu.