Using Simulation to Improve Student and Faculty Knowledge of Telehealth and Rural Characteristics

Mennenga, Heidi A.; Johansen, Laurie; Foerster, Becka; Tschetter, Lois

doi:10.1097/01.nep.0000000000000042

Cited by 15 publications

(20 citation statements)

References 5 publications

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“…Simulation allows training content to be easily tailored to differing objectives and desired outcomes associated with undertaking virtual visits in diverse home healthcare services [ 43 ], a training concern that some of the participants reflected on. While there is growing indication that simulation may be a valuable means of teaching telecare practice to qualified healthcare professionals [ 60 ] as well as nursing students [ 40 , 61 – 63 ], the potentials in using simulation in vocational telecare training for home healthcare staff remain largely unexplored.…”

Section: Discussionmentioning

confidence: 99%

Perceptions of telecare training needs in home healthcare services: a focus group study

Guise

Wiig

2017

BMC Health Serv Res

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BackgroundThe implementation and use of telecare requires significant changes to healthcare service organisation and delivery, including new ways of working for staff. Competency development and training for healthcare professionals is therefore required to enable necessary adaptation of clinical practice and ensure competent provision of telecare services. It is however unclear what skills healthcare staff need when providing care at a distance and there is little empirical evidence on effective training strategies for telecare practice. Training should however emphasise the experiences and preferences of prospective trainees to ensure its relevance to their educational needs. The aim of this study was to explore healthcare professionals’ perceptions of training related to the general use of telecare, and to identify specific training needs associated with the use of virtual visits in the home healthcare services.MethodsSix focus group interviews were held with a total of 26 participants working in the home healthcare services in Norway, including registered nurses, enrolled nurses, physiotherapists, occupational therapists, social workers, health workers, and healthcare assistants. The data material was analysed by way of systematic text condensation.ResultsThe analysis resulted in five categories relevant to telecare training for healthcare professionals: Purposeful training creates confidence and changes attitudes; Training needs depend on ability to cope with telecare; The timing of training; Training must facilitate practical insight into the patients’ perspective; and Training content must focus on the telecare process. Findings are discussed in light of implications for the form and content of a training program for healthcare professionals on how to undertake virtual home healthcare visits.ConclusionAppropriate preparation and training for telecare use is important for healthcare professionals and must be taken seriously by healthcare organisations. To facilitate the knowledge, skills and attitudes required for new ways of working and enable quality and safety in telecare practice, staff should be provided with training as part of telecare implementation processes. Telecare training should be hands-on and encourage an overall patient-centred approach to care to ensure good patient-professional relationships at a distance.

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Section: Discussionmentioning

confidence: 99%

Perceptions of telecare training needs in home healthcare services: a focus group study

Guise

Wiig

2017

BMC Health Serv Res

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“…As found in previous research, the scores indicated that our students found the newly developed simulation-based learning experience satisfying and confidence building (Merritt et al, 2018; Quinlin et al, 2020). As reported in previous studies (Mennenga et al, 2016; Merritt et al, 2018; Mulcare et al, 2020; Quinlin et al, 2020), our students offered comments that the simulation experience would be helpful in future clinical practice.…”

Section: Discussionmentioning

confidence: 86%

Addressing telehealth education in a family nurse practitioner program through simulation-based learning

Berrier

Hellier

2022

J Am Assoc Nurse Pract

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Telehealth usage increased because of the COVID-19 pandemic. Health care agencies responded by increasing existing platforms and implementing new telehealth platforms. Despite the demand, health care providers may have had little training in the telehealth care delivery model in the workplace or embedded in school. Based on educational theory, evidence, and best practice, the authors crafted a learning module that focused on telehealth medical skills followed by a summative standardized patient simulation. This article describes the development, implementation, and evaluation of the learning module and the summative simulation assessment. The learning module and the simulation provided a teaching strategy that resulted in an objective measurement of student clinical performance, which may be elusive in a traditional face-to-face practicum. Additionally, the simulation-based learning resulted in increased student satisfaction with simulation and increased self-confidence to apply the information in the clinical setting.

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“…Lister et al (2018) 29 and List et al ( 2019) 30 through modifying their nursing curriculum to include telehealth, demonstrated that even small modifications to the existing curriculum can improve student confidence in this aspect of their practice. Other nursing programmes incorporating telehealth simulation have also demonstrated improvement knowledge gain through this adaptation of curriculum 31 . Rutledge et al, 6 based on their experience, outline a range of comprehensive topics and techniques which they advocate including in telehealth nursing curriculum.…”

Section: Nurse Trainingmentioning

confidence: 99%

A narrative review exploring the professional practice training requirement of therapeutic radiographers undertaking effective remote/telephone review clinics in place of face-to-face radiographer-led review clinics during the COVID-19 pandemic

Andrews

Flood

2021

J Radiother Pract

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Background and purpose: The COVID-19 pandemic has led to the introduction of alternative on-treatment and post-treatment radiographer-led review clinics in an attempt to protect patients, staff and the public. Pre-COVID, patient reviews were routinely undertaken face-to-face, led by therapeutic review radiographers with advanced practice qualifications and skills in radiotherapy symptom management, triage, referral and support services. During the COVID-19 pandemic, an alternative option has been to follow-up in the form of telephone reviews to reduce face-to-face exposure whilst continuing to manage patient radiotherapy treatment-related toxicities. The aim of the narrative review is to explore the subject of telephone reviews and how therapeutic review radiographers might need to adapt communication skills so that they can continue to effectively assess and manage radiotherapy patient treatment reactions remotely. Method and discussion: A narrative review was conducted using the SCOPUS database and 28 publications were included from 2013 to 2021. The review highlights a paucity of literature exploring specific telephone training for radiographers and other allied healthcare professionals. Experiences within medical and nursing programmes demonstrate that development and integration of training in this area is critical in preparing for patient interaction via telephone. Conclusion and implications for practice: Multiple teaching modalities including simulation are ideal for teaching telephone-specific skills and content, demonstrating improvement in student knowledge, competence and confidence. Less is known regarding whether this knowledge translates to an improved patient experience. Enhancements in education and training, guided by the Health and Care Professions Council, may be warranted to ensure that patients continue to receive the optimal quality of care in a world where remote reviews are likely to become commonplace. Patient-reported outcome measures might be utilized for future training evaluations to ensure that effective patient care is being maintained.

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Using Simulation to Improve Student and Faculty Knowledge of Telehealth and Rural Characteristics

Cited by 15 publications

References 5 publications

Perceptions of telecare training needs in home healthcare services: a focus group study

Perceptions of telecare training needs in home healthcare services: a focus group study

Addressing telehealth education in a family nurse practitioner program through simulation-based learning

A narrative review exploring the professional practice training requirement of therapeutic radiographers undertaking effective remote/telephone review clinics in place of face-to-face radiographer-led review clinics during the COVID-19 pandemic

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