The objective of this study was to understand community-dwelling older people’s readiness for receiving telehealth by studying their intention to use videoconferencing and capacities for using digital technology in daily life as indicators. A mixed-method triangulation design was used. First, a cross-sectional survey study was performed to investigate older people’s intention to use videoconferencing, by testing our theoretical framework with a multilevel path analysis (phase 1). Second, for deeper understanding of older people’s actual use of digital technology, qualitative observations of older people executing technological tasks (eg, on a computer, cell phone) were conducted at their homes (phase 2).
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Digitally supported dietary counselling may be helpful in increasing the protein intake in combined exercise and nutritional interventions in community-dwelling older adults. To study the effect of this approach, 212 older adults (72.2 ± 6.3 years) were randomised in three groups: control, exercise, or exercise plus dietary counselling. The dietary counselling during the 6-month intervention was a blended approach of face-to-face contacts and videoconferencing, and it was discontinued for a 6-month follow-up. Dietary protein intake, sources, product groups, resulting amino acid intake, and intake per eating occasion were assessed by a 3-day dietary record. The dietary counselling group was able to increase the protein intake by 32% at 6 months, and the intake remained 16% increased at 12 months. Protein intake mainly consisted of animal protein sources: dairy products, followed by fish and meat. This resulted in significantly more intake of essential amino acids, including leucine. The protein intake was distributed evenly over the day, resulting in more meals that reached the protein and leucine targets. Digitally supported dietary counselling was effective in increasing protein intake both per meal and per day in a lifestyle intervention in community-dwelling older adults. This was predominantly achieved by consuming more animal protein sources, particularly dairy products, and especially during breakfast and lunch.
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Rationale: The dietary protein counselling of the VITAMIN trial showed to be effective in increasing the protein intake in community-dwelling older adults up to 1.41 g/kg/day after 6-months intervention and sustaining this intake up to 1.24 g/kg/day at 12-months. In this sub-analysis we determine how the increased protein intake was established. Methods: The VITAMIN (VITal AMsterdam older adults IN the city) RCT randomised older adults into: control, exercise, or exercise plus dietary counselling (protein) group. The dietary counselling intervention was blended, by use of face-to-face contacts and videoconferencing during a 6-month intervention, followed by a 6-month follow-up. Dietary intake was measured by a 3d dietary record at 0, 6 and 12 months (m). Sub-group analysis included characterisation of protein sources, product groups, resulting amino acid intake, and intake per meal moment. Linear Mixed Models were performed with SPSSv25; whereas time and time*group interaction were defined as fixed factors, and the protein group as reference.Results: In total 212 subjects were eligible for analysis (72.2 ± 6.3y), with an average protein intake at baseline of 77.8 (20) g/day and 1.08 (0.3) g/kg/day. Animal protein (g) accounted as major source (6m +25.6 (2.7) p<0.001 | 12m +15.6 (2.8) p<0.001), with the main increase in dairy products (g) (6m +14.2 (1.5) p<0.001 | 12m +10.0 (1.5) p<0.001), followed by fish and meat. This resulted in significant changes in amino acid intake: e.g. leucine (g) 6m +2.3 (0.3) p<0.001 | 12m +1.1 (0.3) p<0.001. Significant increased intake for the protein group was seen at all 6 meal moments, and particularly at breakfast (g) 6m +6.2 (1.0) p<0.001 | 12m +6.5 (1.1) p<0.001) and lunch (g) 6m +7.2 (1.3) p<0.001 | 12m +4.0 (1.3) p=0.003.Conclusions: Blended dietary counselling was effective in increasing protein intake in a lifestyle intervention in community-dwelling older adults. This was predominantly achieved by consuming more animal protein sources, particularly dairy products, and especially during breakfast and lunch. Keywords: Ageing, Behaviour change, E-health, Nutrition, Protein
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Background: Telehealth is viewed as a major strategy to address the increasing demand for care and a shrinking care professional population. However, most nurses are not trained or are insufficiently trained to use these technologies effectively. Therefore, the potential of telehealth fails to reach full utilization. A better understanding of nursing telehealth entrustable professional activities (NT-EPAs) and the required competencies can contribute to the development of nursing telehealth education. Method: In a four-round Delphi-study, a panel of experts discussed which NT-EPAs are relevant for nurses and which competencies nurses need to possess to execute these activities effectively. The 51 experts, including nurses, nursing faculty, clients and technicians all familiar with telehealth, were asked to select items from a list of 52 competencies based on the literature and on a previous study. Additionally, the panelists could add competencies based on their experience in practice. The threshold used for consensus was set at 80%. Results: Consensus was achieved on the importance of fourteen NT-EPAs, requiring one or more of the following core competencies; coaching skills, the ability to combine clinical experience with telehealth, communication skills, clinical knowledge, ethical awareness, and a supportive attitude. Each NT-EPA requires a specific set of competencies (at least ten). In total, 52 competencies were identified as essential in telehealth. Discussion/Conclusion: Many competencies for telehealth, including clinical knowledge and communication skills, are not novel competencies. They are fundamental to nursing care as a whole and therefore are also indispensable for telehealth. Additionally, the fourteen NT-EPAs appeared to require additional subject specific competencies, such as the ability to put patients at easewhen they feel insecure about using technology. The NT-EPAs and related competencies presented in this study can be used by nursing schools that are considering including or expanding telehealth education in their curriculum.
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Background: The diffusion of telehealth into hospital care is still low, partially because of a lack of telehealth competence among nurses. In an earlier study, we reported on the knowledge, skills, and attitudes (KSAs) nurses require for the use of telehealth. The current study describes hospital nurses' confidence in possessing these telehealth KSAs. Method: In a cross-sectional study, we invited 3,543 nurses from three hospitals in the Netherlands to rate their self-confidence in 31 telehealth KSAs on a 5-point Likert scale, using an online questionnaire. Results: A total of 1,017 nurses responded to the survey. Nine KSAs were scored with a median value of 4.0, 19 KSAs with a median value of 3.0, and three KSAs with a median value of 2.0. Conclusion: Given that hospital nurses have self-confidence in only nine of the 31 essential telehealth KSAs, continuing education in additional KSAs is recommended to support nurses in gaining confidence in using telehealth.
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In drie interviews komt in dit Lectoraatsjaar een aantal aspecten van eTutoring aan de orde. Het eerste interview betrof een gesprek met een ervaren eTutor in de Digipaboopleiding; dit keer komt een eTutor van een van de INHOLLAND masteropleidingen aan het woord. Het derde interview vindt plaats in juni 2006. Informatie over het onderzoek naar de competenties van eTutoren vind je op de website van het Lectoraat eLearning. Het gesprek met Jaap Jansen vindt plaats op de locatie Rotterdam op 3 april 2006. Het gaat over eTutoring, ‘begeleiden op afstand door een eTutor1 met behulp van een elektronische leeromgeving’. Naar aanleiding van de ervaringen van het eerste semester van de internationale masteropleiding Visual Knowledge Building (VKB) beschrijft Jaap zijn persoonlijke reflecties op de startfase van de opleiding en de rol van de eTutor in een notitie.
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BACKGROUND: Today's nursing school applicants are considered “digital natives.” This study investigated students' views of new health care technologies. METHOD: In a cross-sectional survey among first-year nursing students, 23 common nursing activities and five telehealth nursing activities were presented along with three statements: “I consider this a core task of nursing,” “I look forward to becoming trained in this task,” and “I think I will do very well in performing this task.” RESULTS: Internet-generation nursing students (n = 1,113) reported a significantly (p ⩽ .001) less positive view of telehealth activities than of common nursing activities. Median differences were 0.7 (effect size [ES], −0.54), 0.4 (ES, −0.48), and 0.3 (ES, −0.39), measured on a 7-point scale. CONCLUSION: Internet-generation nursing students do not naturally have a positive view of technology-based health care provision. The results emphasize that adequate technology and telehealth education is still needed for nursing students. [J Nurs Educ. 2017;56(12):717–724.]
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Home telehealth (HT) refers to the use of videoconferencing to provide care to patients remotely and can help older adults age in place. However, these technologies are unlikely to impact care unless health care providers are motivated to use them. Education may play a key role in increasing motivation to use and competence regarding HT. To help guide the development of nursing education to facilitate adoption and use, the current study examined predictors of Dutch nurses’ willingness to use HT, based on a survey of 67 Dutch nurses with and 126 without HT experience. Nurses’ willingness to use this technology was predicted by HT’s (a) perceived usefulness to the client, (b) effort expectancy, (c) social influence, and (d) cost expectations. These observed relationships are anticipated to help with the development of effective educational programs to increase HT use and, therefore, improve older adults’ quality of life.
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Sinds de coronapandemie is een transformatie gaande in het hoger onderwijs. Door de coronamaatregelen is een leeromgeving ontstaan die soms geheel online is, blended of hybride. Deze afgedwongen transformatie vraagt om flexibiliteit en inventiviteit. De meeste docenten zijn immers niet geschoold in online lesgeven. Toch krijgen docenten meer voor elkaar dan ooit gedacht. We missen echter de ‘chemie in de klas en het kletsen bij de koffieautomaat’, zo blijkt uit onderzoek. Na tien maanden coronacrisis zitten we met een paradox: er kan meer dan gedacht én dit moet niet zo blijven. In dit essay wordt, gebaseerd op onderzoek, literatuur en gesprekken, gereflecteerd op community, op onze huidige situatie en vooruitgekeken: hoe kunnen we ons voorbereiden op post-corona onderwijs wat betreft het communityaspect.
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