Abstract
AbstractBackgroundCOVID‐19’s physical distancing mandates have increased the likelihood of experiencing social isolation and loneliness for residents in long‐term care (LTC), especially those living with dementia. Social isolation correlates with health risks, including depression and cognitive decline. Telepresence robots can be remotely driven and facilitate social interactions through videoconferencing. Researchers have begun to explore opportunities of using these robots in the healthcare field; however, there is a research gap on examining factors influencing their implementation in LTC from the perspectives of key stakeholders. This qualitative descriptive study focuses on exploring LTC staff and leadership teams’ perspectives on facilitators and barriers to implementing telepresence robots.MethodWe employed purposive and snowballing methods to recruit 22 participants from two LTC homes in British Columbia, Canada: operational and unit leaders, and interdisciplinary staff including nursing staff, care aides and allied health practitioners. Consolidated Framework for Implementation Research (CFIR) guided our data collection and analysis. Semi‐structured interviews were conducted by virtual meetings. Thematic analysis was performed to identify themes.ResultAnalysis of the data produced three themes: (a) perceived needs and values for family‐resident connections, (b) engagement through conversation and partnership, and (c) confidence with training and timely support. Based on the findings and CFIR guidance, we offer a preliminary conceptual tool “START”: Share benefits and successes; Tailor policies and plans with staff partners; Acknowledge and address staff concerns; Repeated training and demonstrations; and Timely technical support.ConclusionThis study offers pragmatic insights into staff and leadership teams’ perceptions of facilitators and barriers of implementing telepresence robots in LTC. The complexity of technology implementation will require executive and leadership teams to consider additional factors beyond the Plan‐Do‐Study‐Act (PDSA) cycle.
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