Digital competency of Psychologists in Aotearoa New Zealand: A cross-sectional survey

Abstract

BackgroundThe increasing implementation of digital health into psychological practice is transforming mental health services. Limited clinical resources and the high demand for psychological services, alongside the restrictions imposed on services during the global COVID-19 pandemic, have been a catalyst for significant changes in the way psychologists work. Ensuring Psychologists have the skills and competence to use these tools in practice is essential to safe and ethical practice.AimThis study aimed to explore the digital competence of psychologists working in Aotearoa New Zealand and their use of digital tools in the practice.MethodsA cross-sectional online survey was conducted with Aotearoa New Zealand Registered Psychologists (n = 195) between July and November 2021.ResultsParticipants reported varying degrees of competence across the digital tasks presented, with participants most commonly reporting moderate to high competence for engaging in remote supervision via digital means (86%) and obtaining client's informed consent for digital work (82%). In contrast, tasks that participants most reported not being moderately or highly competent in included working with interpreters remotely and evaluating the effectiveness and security of smartphone apps. Motivations to use digital technologies included meeting client preferences and needs, necessity for continuity of care, and the benefits of increased accessibility and reach. In contrast, the barriers to using digital technologies included client characteristics or preference, clinical factors, clinician preferences and skills, and workplace or technical issues or concerns. The majority (91.1%) were potentially interested in further training in this area.ConclusionsThe current study offers insights into the digital competencies of a workforce that has required rapid incorporation of technologies into professional practice over recent years. This snapshot of the digital skills of psychologists demonstrates a large variation in digital competence. In the current context, developing digital competencies seems a fundamental requirement for psychologists to work in ways that appropriately and safely deliver client-centred care.

Exploring patient perspectives on the secondary use of their personal health information: an interview study

“…As previous studies, and our earlier surveys, have highlighted, the support for the secondary use of health information is conditional. [ 5 – 7 , 15 ] Key conditions for patient support of secondary use of health information include the use being for the greater good and that they can trust their health service (or those who collected the data) to protect and care for their health information. Not only is it paramount that the secondary use of health information is for the direct purpose of benefiting others, but there also needs to be assurances that its use will not result in immediate or secondary harm.…”

“…Previous work in NZ has shown that both patients and the general public are largely comfortable with the secondary use of their de-identified health information. [ 6 , 15 ] A survey of 1,377 current patients found that over 80% were comfortable with their health information being used across a range of scenarios. Comfort with the use of individual health information was related to assurances that its use was for public good, data was stored securely, individual privacy was maintained, and there was communication on how it was used.…”

“…[ 6 ] The same survey administered to a general public cohort (rather than current patients of a health service; n = 2,572) found similar results with levels of comfort also being dependent on data not being shared outside the health system or used for commercial gain. [ 15 ] Both surveys highlighted that there was a current lack of communication and transparency around health information use.…”

Predictors of Digital Competence of Public University Employees and the Impact on Innovative Work Behavior

“…Motivational barriers can also appear in the three hypothesis relations of interest, especially from a psychological perspective, since the users may not feel able to use the digital tools. This can occur as a result of their socioeconomic level or personal learning difficulties, which may make it difficult to absorb the necessary experience needed to use these tools productively (Dobson et al 2022). There is another perspective for these difficulties in adopting digital work and competences; cognitive difficulties, related to neurological disorders, can disable workers.…”