An eHealth Capabilities Framework for Graduates and Health Professionals: Mixed-Methods Study.

Melissa Brunner,Anna Janssen,Emma Tseris,Leanne Togher,Deborah Mcgregor,Melanie Keep,Annette Solman,Tim Shaw,Aaron Jones,Deleana Quinn,Heiko Spallek,Wilson Yeung

doi:10.2196/10229

Abstract

BackgroundThe demand for an eHealth-ready and adaptable workforce is placing increasing pressure on universities to deliver eHealth education. At present, eHealth education is largely focused on components of eHealth rather than considering a curriculum-wide approach.ObjectiveThis study aimed to develop a framework that could be used to guide health curriculum design based on current evidence, and stakeholder perceptions of eHealth capabilities expected of tertiary health graduates.MethodsA 3-phase, mixed-methods approach incorporated the results of a literature review, focus groups, and a Delphi process to develop a framework of eHealth capability statements.ResultsParticipants (N=39) with expertise or experience in eHealth education, practice, or policy provided feedback on the proposed framework, and following the fourth iteration of this process, consensus was achieved. The final framework consisted of 4 higher-level capability statements that describe the learning outcomes expected of university graduates across the domains of (1) digital health technologies, systems, and policies; (2) clinical practice; (3) data analysis and knowledge creation; and (4) technology implementation and codesign. Across the capability statements are 40 performance cues that provide examples of how these capabilities might be demonstrated.ConclusionsThe results of this study inform a cross-faculty eHealth curriculum that aligns with workforce expectations. There is a need for educational curriculum to reinforce existing eHealth capabilities, adapt existing capabilities to make them transferable to novel eHealth contexts, and introduce new learning opportunities for interactions with technologies within education and practice encounters. As such, the capability framework developed may assist in the application of eHealth by emerging and existing health care professionals. Future research needs to explore the potential for integration of findings into workforce development programs.

Highlights

BackgroundDeveloping an electronic health (eHealth)-ready workforce [1,2] is becoming a key priority for addressing the complex challenges in health care globally [3,4]
The results of this study inform a cross-faculty eHealth curriculum that aligns with workforce expectations
The capability framework developed may assist in the application of eHealth by emerging and existing health care professionals

Summary

Introduction

BackgroundDeveloping an eHealth-ready workforce [1,2] is becoming a key priority for addressing the complex challenges in health care globally [3,4]. Health services increasingly expect health professionals, new graduates, and experienced workforce alike, to be eHealth ready within practice across diverse digital health environments [4,8] This is directing efforts to integrate eHealth education into clinical health degrees, allied health, nursing, pharmacy, dentistry, and medical programs [1,2,9]. The development of, coordinated approaches to eHealth curriculum design and implementation are necessary to effectively integrate eHealth capabilities among health graduates and to support the health care workforce in using eHealth technologies [3]. Information literacy is defined in essence as “the ability to access, evaluate, and use information from a variety of sources” [13] and has become a critical skill for the present generation of students, and for the 21st-century citizen [14,15] For this to be achieved, a systematic approach to curriculum design and collaborative efforts from stakeholders are needed [9,16]. EHealth education is largely focused on components of eHealth rather than considering a curriculum-wide approach

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