Knowledge Of Telehealth Research Articles

Creating a Culturally Safe Online Data Collection Instrument to Measure Vaccine Confidence Among Indigenous Youth: Indigenous Consensus Method.

Participating in surveys can shape the perception of participants related to the study topic. Administering a vaccine hesitancy questionnaire can have negative impacts on participants' vaccine confidence. This is particularly true for online and cross-cultural data collection because culturally safe health education to correct misinformation is typically not provided after the administration of an electronic survey. To create a culturally safe, online, COVID-19 vaccine confidence survey for Indigenous youth designed to collect authentic, culturally relevant data of their vaccine experiences, with a low risk of contributing to further vaccine confusion among participants. Using the Aboriginal Telehealth Knowledge Circle consensus method, a team of academics, health care providers, policy makers, and community partners reviewed COVID-19 vaccine hesitancy surveys used in public health research, analyzed potential risks, and created a framework for electronic Indigenous vaccine confidence surveys as well as survey items. The framework for safer online survey items is based on 2 principles, a first do-no-harm approach and applying a strengths-based lens. Relevant survey domains identified in the process include sociodemographic information, participants' connection to their community, preferred sources for health information, vaccination uptake among family members and peers, as well as personal attitudes toward vaccines. A total of 44 survey items were developed, including 5 open-ended items to improve the authenticity of the data and the analysis of the experiences of Indigenous youth. Using an Indigenous consensus method, we have developed an online COVID-19 vaccine confidence survey with culturally relevant domains and reduced the risk of amplifying misinformation and negative impacts on vaccine confidence among Indigenous participants. Our approach can be adapted to other online survey development in collaboration with Indigenous communities.

Telehealth Virtual Simulation Across the Family Nurse Practitioner Curriculum.

The American Association of Colleges of Nursing recognizes telehealth education as an essential aspect of nurse practitioner (NP) education because it increases accessibility to health care. Studies reported in the literature have focused on NP telehealth simulation, but findings for the inclusion of simulation in multiple courses throughout the curriculum are scarce. This pre- and post-survey design study aimed to evaluate family nurse practitioner students' perceptions of knowledge, confidence, and attitudes regarding telehealth before and after engaging in telehealth virtual simulations in six courses. Simulations were rated highly and telehealth knowledge increased in three of the six courses.

Telehealth Education in Allied Health Care and Nursing: Web-Based Cross-Sectional Survey of Students' Perceived Knowledge, Skills, Attitudes, and Experience.

The COVID-19 pandemic has highlighted the growing relevance of telehealth in health care. Assessing health care and nursing students' telehealth competencies is crucial for its successful integration into education and practice. We aimed to assess students' perceived telehealth knowledge, skills, attitudes, and experiences. In addition, we aimed to examine students' preferences for telehealth content and teaching methods within their curricula. We conducted a cross-sectional web-based study in May 2022. A project-specific questionnaire, developed and refined through iterative feedback and face-validity testing, addressed topics such as demographics, personal perceptions, and professional experience with telehealth and solicited input on potential telehealth course content. Statistical analyses were conducted on surveys with at least a 50% completion rate, including descriptive statistics of categorical variables, graphical representation of results, and Kruskal Wallis tests for central tendencies in subgroup analyses. A total of 261 students from 7 bachelor's and 4 master's health care and nursing programs participated in the study. Most students expressed interest in telehealth (180/261, 69% very or rather interested) and recognized its importance in their education (215/261, 82.4% very or rather important). However, most participants reported limited knowledge of telehealth applications concerning their profession (only 7/261, 2.7% stated profound knowledge) and limited active telehealth experience with various telehealth applications (between 18/261, 6.9% and 63/261, 24.1%). Statistically significant differences were found between study programs regarding telehealth interest (P=.005), knowledge (P<.001), perceived importance in education (P<.001), and perceived relevance after the pandemic (P=.004). Practical training with devices, software, and apps and telehealth case examples with various patient groups were perceived as most important for integration in future curricula. Most students preferred both interdisciplinary and program-specific courses. This study emphasizes the need to integrate telehealth into health care education curricula, as students state positive telehealth attitudes but seem to be not adequately prepared for its implementation. To optimally prepare future health professionals for the increasing role of telehealth in practice, the results of this study can be considered when designing telehealth curricula.

Patient Perspectives on Telehealth for HIV and Mental Health Care at a Pediatric and Adolescent HIV Clinic in Washington, DC.

Despite the scale-up of telehealth for children and youth living with HIV during the COVID-19 pandemic, their experience and interest in continued telehealth use in the future is unknown. We conducted a quality improvement project to identify areas for improvement of telehealth delivery to children and youth living with HIV and evaluate youth's experiences when using telehealth for mental health services. Children and youth living with HIV (up to 24 years) seen at a specialty HIV program during 2020-2021 were surveyed regarding technology access, telehealth knowledge, barriers to telehealth use and interest in future telehealth use for HIV care. Youth (12-<24 years) who used telehealth for mental health services were surveyed regarding their experiences. Data were analyzed using descriptive statistics. Of the 170 patients in care, we surveyed 103 children and youth living with HIV (median age 17.6 years, 88.3% Black, 52.4% female, 77.7% perinatally infected), of whom 69.9% had prior telehealth use for their clinical visit. Most patients had access to a device with internet (99%) and were interested in future telehealth use for HIV care (87.4%). Reasons for not wanting to use telehealth included privacy concerns, distrust, discomfort with telehealth, preferring in-person visits, technology access issues and needing translation services. Most youth (81%) surveyed regarding telehealth for mental health services were satisfied and very likely to recommend it to others. Despite some reported barriers to telehealth, there is a high desirability for continued telehealth use among children and youth receiving HIV care.

Telehealth Virtual Simulation for Community Health Nursing Students

BackgroundTelehealth is an effective strategy to reduce disparities related to access to care and improve health outcomes. Integrating telehealth education into nursing curricula can help students be better prepared to provide care through telehealth services. MethodsA repeated measures design was used to explore differences in telehealth knowledge, confidence, and attitudes among prelicensure community health nursing students prior to implementation of a telehealth virtual simulation experience, after an orientation to telehealth, and after completion of a series of simulations from an unfolding case scenario. ResultsA convenience sample of 41 students participated. Knowledge, confidence, and attitudes related to telehealth significantly improved at postorientation and poststimulation compared to preimplementation. Knowledge continued to significantly increase from postorientation to postsimulation. ConclusionsVirtual simulation is a useful tool for incorporating telehealth learning for prelicensure nursing students in community health nursing. Further research is needed to evaluate long-term application of knowledge into practice.

Bridging the care gap: Harnessing telehealth for enhanced care access among adults with chronic health conditions in South-Eastern Nigeria

Introduction: Telehealth is a term that refers to the use of information communication technology to access both clinical and non-clinical health services. It bridges the long-distance barrier between the patient and the clinician. It allows for patient care, advice, reminders, education, intervention, monitoring, and remote admission. The objective of this study is to determine the use of telehealth for health care by adults with chronic health conditions among households in an urban community in South-Eastern Nigeria. Methods: This is a cross-sectional survey. Data was collated using an interviewer-administered questionnaire. Results were analyzed using SPSS version 25. Results: Their mean age was 39.9years with a range of 19 – 95years. Overall, 83.9% of the participants were aware of telehealth while 37.3% had a good knowledge of telehealth. 64% of the respondents had used telehealth before, and 38.7% of users used telehealth in emergencies only. 95.9% of the respondents owned either a phone or a laptop and speaking with a doctor or nurse on the phone about current health status was the commonest form of telehealth used by respondents [128(58.98%)]. Furthermore, the commonest facilitator to participants’ use of telehealth was level of computer literacy, while the commonest barrier noted was poor mobile network. There was statistically significant relationship between at least fair level of knowledge of telehealth and use of telehealth (P&lt;0.001). Discussion: To improve the awareness, level of knowledge and use of telehealth for healthcare, concerted efforts between individuals, health care professionals, telecommunication agencies, NGOs and the government is required.

The analysis of the effect of satisfaction on telehealth utilization with a structural equation model

BACKGROUND: While COVID-19 has significantly impacted how healthcare is provided, telehealth services with remote access have dramatically reduced the chance of in-person contact and the costs of services for patients with increased healthcare quality. OBJECTIVE: As the COVID-19 is still a very prevalent part of people’s lives, it is critical to examine what factors affect telehealth, impacts the choice of the prominent and efficient healthcare service platform, and utilizes telehealth effectively and efficiently. METHODS: Grounded on the Self-determination theory (SDT), this research analyzes a sample of 142 response data for the effects of access, need, knowledge, and technology skills, on telehealth utilization mediated by satisfaction via Structural Equation Modeling (SEM). RESULTS: The empirical results indicated that telehealth satisfaction significantly increased the use of telehealth services during the pandemic. Meanwhile, the access, needs, and knowledge of telehealth also significantly increase telehealth utilization directly and indirectly through telehealth satisfaction. Additionally, an individual’s technological skill has no significant effect on telehealth use; instead, it can increase telehealth satisfaction, which increases telehealth utilization. CONCLUSION: The study with its theoretical and practical implications may provide researchers and public health officials with new options and strategies for telehealth services regarding the pandemic issue.

Telehealth Simulation: Effect on Nurse Learner Knowledge, Confidence, and Attitudes.

Limited research explores the effectiveness of educational interventions in meeting telehealth technology competencies. A combined didactic and simulation intervention was implemented with 66 prelicensure and 15 nurse practitioner students. Telehealth knowledge, confidence, and attitudes were evaluated using the Telemedicine Objective Structured Clinical Exam survey. Results were analyzed using descriptive and inferential strategies, and responses to an open-ended question were content analyzed. Survey scores significantly increased from pre- to post-intervention. Learners recognized the value of telehealth and the educational intervention. This effective and well-received intervention can be used by schools of nursing to facilitate student attainment of telehealth competencies.

Characteristics and perceptions of utilising telehealth for predominantly middle-aged to older, metropolitan-based general medical patients.

Effective post-pandemic telehealth (TH) requires understanding patients' characteristics and perceptions, which have not been established in broader clinical services and are independent of TH appointments. To understand medical patients' characteristics and perspectives on using TH. General medical patients in a statewide tertiary hospital in Victoria, Australia received a de-identified survey independent of TH appointments during visits between July and November 2020. Patients' characteristics, access to devices enabling TH, knowledge of TH and willingness to use TH were analysed with descriptive statistics. Of 1600 patients, 754 (46.4% female, aged 72.0 years [59.0-83.0]) were able to complete the survey. The majority lived in metropolitan areas (74.4%), owned at least one TH device (98.1%) and had internet access at home (55.6%). About 52.7% of patients were comfortable with their devices, and 43.5% had successfully used TH. Although patients preferred face-to-face appointments (80.8%) and 41.4% agreed TH would be as good as in-person appointments, 63.9% were interested in future TH appointments. Patients preferring face-to-face appointments were older (P = 0.008) and had lower education levels (P = 0.010), whereas patients preferring TH had video TH devices (P < 0.05), were comfortable with their devices (P = 0.002) and were willing to use TH (P < 0.05). TH cost saving was parking AU$10.0 [0.0-15.0], driving AU$5.8 [4.5-19.9], public transport AU$8.00 [5.0-10.0], taxis AU$30.00 [15.0-50.0] and time AU$153.2 [76.6-153.2]. From predominantly middle-aged to older, metropolitan-based general medical patients completing the survey, most patienpreferred face-to-face appointments to TH. Health services should subsidise those in need of TH and target the patients' barriers to effective TH use.

Integrating Telehealth: Curricular Mapping to New Standards in Nurse Practitioner Post-baccalaureate Doctor of Nursing Practice Programs

Owing to the increased use of telehealth as a widely accepted means of providing patient care and the movement toward competency-based education, implementation of telehealth teaching, learning, and evaluation strategies into the graduate nursing plan of study is evolving quickly. This report uses Rutledge’s “4Ps of Telehealth” framework to provide resources for faculty to incorporate telehealth knowledge, skills, attitudes, core telehealth competencies, and evaluation practices into the bachelor of science nursing to doctor of nursing practice program curriculum based on the National Organization of Nurse Practitioner Faculties Nurse Practitioner Core Competencies. Formal preparation of students ensures future nurse practitioners are able to provide proficient, effective care through telehealth upon graduation.

Bridging the Gap in Graduate Medical Education: A Longitudinal Analysis of Medical and Fellowship Director Experiences in Telehealth.

Background With the evolving nature of telehealth services being supported across graduate medical programs, understanding changing attitudes among program directors is essential for training future physicians. Objective This 5-year longitudinal survey analysis provides details regarding the knowledge, skills, competency, and confidence levels present among program directors and the ways telehealth training (didactic and experiential) supports resident education. Methods A longitudinal observation survey was sent to 77 program directors (48% completion) from an academic health system. Data were compared from survey responses from 2016 to 2021 with additional information collected about current training processes in 2021. Paired sample t-tests, quantitative data analysis, and qualitative thematic analysis results are reported based on a convenience sampling of all program and fellowship directors. Results Results show that while telehealth knowledge and use increased among program director faculty, systemic concerns about the feasibility of telehealth from a time and cost perspective remain high. In 2016 and 2021, most of those surveyed (28.9% and 37.1%, respectively) were concerned about reimbursement. Directors remain committed to telehealth resident education, with over 60% stating that it is "essential to future practice". The qualitative thematic analysis highlighted the need for additional resources and support to conduct telehealth and the variability within disciplines of the use, therefore modeling, of telehealth in clinical settings. Conclusions The overall utilization of telehealth by graduate medical education programs has increased along with the continued need for training to prepare residents for current and future practice.

Telehealth for Pediatric Gastroenterology Care Now: The Transition to Telehealth and the Impact of Webinar-Based Didactics.

NASPGHAN members who registered for the TPGCN webinar received pre- and post-webinar surveys. Outcome measures included a modified Telehealth Acceptance Model (TAM) survey and a Student Evaluation of Educational Quality (SEEQ) standardized instrument. Seven hundred seventy-six NASPGHAN members participated in the webinar, 147 (33%) completed the pre-webinar survey; of these, 25 of 147 (17%) completed a post-webinar survey. Before the PHE, 50.3% of the pre-webinar survey participants had no TH knowledge. Webinar participants trended to have increased acceptance of TH for follow-up visits (pre-webinar, 68% versus post-webinar, 81%; P = 0.15) and chronic disease care (pre-webinar, 57% vs post-webinar, 81%; P = 0.01). The overall acceptance of TH as shown by TAM pre-webinar was 1.74 ± 0.8, which improved to 1.62 ± 0.8 post-webinar (lower scores indicate greater acceptance; P < 0.001). SEEQ results indicate that webinar material was understandable (post-webinar, 95%). Participants found breakout sessions informative and enjoyable (post-webinar, 91%). The TPGCN TH webinar was an effective educational intervention that fostered increased TH usage for follow-up and chronic care visits, improved TAM scores, and was well received by participants as seen by high SEEQ scores. Sustained and expanded pediatric gastrointestinal TH usage beyond the coronavirus disease 2019 PHE is expected.

Using Simulation to Teach Intraprofessional Telehealth Communication

BackgroundPrelicensure and nurse practitioner (NP) students should be given the opportunity to use telehealth technologies and practice intraprofessional communication skills prior to graduation. PurposeThe purpose of this study was to learn and determine the usability of telehealth technologies to promote intraprofessional communication during simulation-based education in a sample of prelicensure and NP students. MethodsStudents completed an intraprofessional, school-based pediatric telehealth simulation experience. Data was collected from students regarding simulation effectiveness, usability, and knowledge of telehealth. ResultsParticipants included 54 prelicensure and six NP students. High mean scores on data items revealed that students perceived the experience as effective. Additionally, data indicated a high perceived system usability and increase in students’ perceived ability with intraprofessional communication. ConclusionsOffering simulation-based telehealth and intraprofessional experiences prior to graduation may prepare nursing students in the use of telehealth technology and to communicate effectively after graduation.

90. “I Didn't Know Before that You Can Get Birth Control this Way”: Developing a Tool to Teach Young People About Telehealth for Contraception

The COVID-19 pandemic has led to widespread expansion of telehealth services for adolescent and young adult patients, including contraceptive care. However, many young people lack awareness of telehealth services or how to use them. Our aim was to develop and conduct formative testing of an educational tool to increase young people’s knowledge of telehealth for contraception.

The impact of a didactic and experiential learning model on health profession students' knowledge, perceptions, and confidence in the use of telehealth.

BACKGROUND:Training of health profession students in telehealth is important to ensure proper implementation for healthcare delivery. This prospective study aimed to analyze the effects of didactic and experiential learning on knowledge, confidence, and attitudes of telehealth among health profession students (Survey 1). The perceptions of a mixed model telehealth platform were also considered among these students and community clients (Survey 2).MATERIALS AND METHODS:A quasi-experimental repeated-measure study was conducted on 153 university health profession students in physician assistant, physical therapy, occupational therapy, and nursing (NR) across the 2020–2021 academic year. Survey 1 was administered to students pre/postdidactic telehealth training and at two sequential points within two semesters of telehealth experiential learning. Survey 2 was distributed among students and a pool of 19 community clients at 4 time points across the experience. Survey data were analyzed using R software.RESULTS:There was a significant improvement in telehealth knowledge, confidence, and attitudes among all student disciplines after the didactic module with marginal means ranging 3.313/5–4.318/5 for pretest to posttest 1. Improvement continued through experiential learning with marginal means ranging 4.170/5–4.369/5 in posttest 3. There was also a significant student and client approval of the telehealth platform with a student mean high of 3.962/5 ± 0.527 and client mean high of 4.727/5 ± 0.238.CONCLUSION:A didactic training module combined with experiential learning is effective for health profession students' improvement in perception, knowledge, and attitudes toward telehealth. Health profession students and community clients approve a mixed model telehealth platform.

The impact of telehealth objective structured clinical evaluations in intraprofessional nursing education: A mixed methods study

BackgroundTelehealth is an expanding modality of providing care. In 2018, the National Organization of Nurse Practitioner Faculties (NONPF) released a white paper encouraging the inclusion of telehealth into nurse practitioner education. It is important for nursing students to gain experience with telehealth so that they are prepared to provide care via telehealth. ObjectivesThe purpose of this project was to evaluate the impact of incorporating telehealth simulation into objective structured clinical examinations (OSCEs) in the family nurse practitioner (FNP) and bachelor of science in nursing (BSN) programs. SettingThis study was conducted at a public, liberal arts university in a rural area of the Southeast United States. ParticipantsThe FNP and BSN students participated in this study. The FNP program is a hybrid master's degree program, which has a two-year plan of study. The BSN program is a traditional campus-based program, which includes two years of upper-division nursing courses. MethodsThis mixed-methods study included a pre- and post-survey design utilizing both quantitative and qualitative measures to evaluate undergraduate and graduate nursing students understanding of and comfort with telehealth and their perceptions of a simulated intradisciplinary telehealth OCSE experience. ResultsStudents' telehealth knowledge, skills, and confidence were improved after the telehealth OSCE experience. Directed content analysis of the responses revealed three themes: increased knowledge of telehealth, technical difficulties, and teamwork/communication. ConclusionsIt is beneficial for both undergraduate and family nurse practitioner students to have exposure to telehealth in their respective curriculums.

Exploring community members' perceptions to adopt a Tele-COPD program in rural counties

BackgroundPatients diagnosed with COPD residing in rural areas report a lower quality of life. Telehealth addresses geographic barriers by offering routine, technology-based visits, and remote patient monitoring. ObjectiveThe study objective was to explore adoption perceptions of a tele-COPD program among community members in rural Western North Carolina (WNC) counties. MethodsA convenience sample of 17 community members were recruited to participate in one of five 45-min focus groups. Before the focus group, all participants completed a brief demographic survey. Focus groups were digitally recorded, transcribed verbatim, imported into MAXQDA v10, and analyzed thematically using established qualitative coding procedures. SPSS v22 was used to calculate descriptive statistics. ResultsParticipants were primarily Non-Hispanic White (100%), male (59%), insured (100%), and had at least a high school education (80%). Only 25% of participants had any prior knowledge of telehealth programs. The majority (94%) of participants expressed interest in receiving a tele-COPD program due to convenience factors. Yet, most participants expressed a lack of interest and comfort in using Internet-capable devices (e.g., mobile devices, tablets, computers). Participants noted that to be successful, telehealth visits must be described and shown to them by their own provider or other trusted individual(s), such as a pharmacist. Privacy and cost were also expressed as telehealth concerns. ConclusionInterest in a tele-COPD program was high among community residents in rural WNC. However, to increase patient willingness to adopt a tele-COPD program, patients' providers must overcome challenges, such as patients' awareness and knowledge of telehealth, privacy and cost concerns, and access to and comfort with using new technologies. Pharmacists may mitigate these challenges by increasing patients' trust and comfort with telehealth programs.

Clinical Simulation to Evaluate Students' Intraprofessional Telehealth Skills Between Multiple University Campuses

Telehealth is a vital skill for providing access to care, cost-effective quality care, and intraprofessional collaboration. As more schools of nursing move toward online education, the concern is how to effectively train nurse practitioner students with telehealth knowledge and skills. Simulation can prepare students to develop these needed skills and to use telehealth effectively through innovative experiential learning opportunities. To overcome these educational challenges an intraprofessional pilot telehealth simulation was implemented to evaluate nurse practitioner students' knowledge, skills, and clinical abilities between universities.

Audiology practice during COVID-19 crisis in Jordan and Arab countries

Objective This study investigated audiologists’ knowledge of COVID-19 characteristics and infection control measures they followed during the COVID-19 pandemic. Moreover, it examined the impact of COVID-19 on audiology practice, and audiologist’s knowledge of telehealth as an alternative. Design A web-based cross-sectional study using a questionnaire consisting of four sections. Study sample This study engaged 164 audiologists practicing in Jordan and Arab countries. Results Fever, cough, difficulty in breathing, and fatigue were identified as COVID-19 characteristics by over 80% of the audiologists. Other symptoms were identified by less than half of the audiologists. The audiologists showed limited knowledge regarding measures against COVID-19 transmission. This study revealed the limited availability of infection control measures in many audiologists’ workplace. The majority of audiologists stopped working due to the COVID-19 crisis and only 61.6% of the audiologists were familiar with the concepts of tele-audiology and its related aspects. However, most participants were keen to learn more. Conclusions This study revealed limited knowledge among audiologists regarding some of the COVID-19 characteristics, and limited compliance with the infection control policies. Limited knowledge in the application of telehealth in audiology practice was also shown.

Survey of Occupational Therapy Education in Telehealth

Telehealth delivered occupational therapy services are increasing, and students will need to be prepared to safely and ethically deliver telehealth services. Occupational therapy education standards require that students demonstrate knowledge of telehealth and related technology. However, there is a limited discussion in the literature on how programs are preparing students to deliver services via telehealth. This explanatory mixed methods study examined telehealth education in entry-level occupational therapy programs to understand if and how students are learning about telehealth. The quantitative portion involved a survey of 429 occupational therapy programs in the United States. The qualitative part involved four survey respondents in an interview. The low survey response rate (11.89%; N=51) brings into question if programs are comfortable talking about how they are meeting telehealth education standards. Survey respondents reported the use of lecture (98%) and electronic health records (55.1%) as the most frequently cited methods to deliver educational content about telehealth. Half of the programs did not include interactive content for students to apply telehealth knowledge and skills. The least frequently cited content included interaction with robotic arms (2.2%), telemonitoring (20%), provision of services through telehealth (20%), and use of gaming systems (23.9%). Three themes emerged from the interviews: educational activities, telehealth technology, and curriculum planning. Participants discussed a desire to add content and strategies for overcoming barriers to telehealth education such as utilizing existing technology and utilizing resources and experts. Telehealth education is not advancing as quickly as needed for application in practice. Students could benefit from added telehealth learning opportunities to become competent in telehealth service delivery.