Background:Following the onset of the COVID-19 pandemic, telerehabilitation (TR) has been expanding to address the challenges and risks of in-person delivery. It is likely that a level of TR delivery will continue after the pandemic because of its advantages, such as reducing geographical barriers to service. Many pandemic-related TR initiatives were put in place quickly. Therefore, we have little understanding of current TR delivery, barriers and facilitators, and how therapists anticipate integrating TR into current practice. Knowing this information will allow the incorporation of competencies specifically related to the use and provision of TR into professional profiles and entry-to-practice education, thereby promoting high-quality TR care.Objective:This study aimed to obtain a descriptive overview of current TR practice among rehabilitation therapists in Canada and the Netherlands and identify perceived barriers to and facilitators of practice.Methods:A web-based cross-sectional survey was conducted with occupational, physical, and respiratory therapists and dietitians in Canada (in French and English) and the Netherlands (in Dutch and English) between November 2021 and March 2022. Recruitment was conducted through advertisements on social media platforms and email invitations facilitated by regulatory and professional bodies. The survey included demographic and practice setting information; whether respondents delivered TR, and if so, components of delivery; confidence and satisfaction ratings with delivery; and barriers to and facilitators of use. TR satisfaction and uptake were measured using the Telehealth Usability Questionnaire and modified Technology Acceptance Model. Data were first summarized descriptively, and then, comparisons were conducted between professions.Results:Overall, 723 survey responses were received, mostly from Canada (n=666, 92.1%) and occupational therapists (n=434, 60%). Only 28.1% (203/723) reported receiving specific training in TR, with 1.2% (9/723) indicating that it was part of their professional education. Approximately 19.5% (139/712) reported not using TR at all, whereas most participants (366/712, 51.4%) had been using this approach for 1 to 2 years. Services delivered were primarily teleconsultation and teletreatment with individuals. Respondents offering TR were moderately satisfied with their service delivery and found it to be effective; 90.1% (498/553) indicated that they were likely to continue offering TR after the pandemic. Technology access, confidence, and setup were rated the highest as facilitators, whereas technology issues and the clinical need for physical contact were the most common barriers.Conclusions:Professional practice and experience with TR were similar in both countries, suggesting the potential for common strategic approaches. The high prevalence of current practice and strong indicators of TR uptake suggest that therapists are likely to continue TR delivery after the pandemic; however, most therapists (461/712, 64.7%) felt ill prepared for practice, and the need to target TR competencies during professional and postprofessional education is critical. Future studies should explore best practice for preparatory and continuing education.
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.]
Background:Telemonitoring (TM), as part of telehealth, allows physiotherapists to monitor and coach their patients using remotely collected data. The use of TM requires a different approach compared with face-to-face treatment. Although a telehealth capability framework exists for health care professionals, it remains unclear what specific capabilities are required to use TM during physiotherapy treatments.Objective:This study aims to identify the capabilities required to use TM in physiotherapy treatment.Methods:An exploratory qualitative study was conducted following a constructivist semistructured grounded theory approach. Three heterogeneous focus groups were conducted with 15 lecturers of the School of Physiotherapy (Bachelor of Science Physiotherapy program) from the Amsterdam University of Applied Sciences. Focus group discussions were audiotaped and transcribed verbatim. Capabilities for using TM in physiotherapy treatment were identified during an iterative process of data collection and analysis, based on an existing framework with 4 different domains. Team discussions supported further conceptualization of the findings.Results:Sixteen capabilities for the use of TM in physiotherapy treatment were found addressing 3 different domains. Four capabilities were identified in the “digital health technologies, systems, and policies” domain, 7 capabilities in the “clinical practice and application” domain, and 5 capabilities in the “data analysis and knowledge creation” domain. No capabilities were identified in the “system and technology implementation” domain.Conclusions:The use of TM in physiotherapy treatment requires specific skills from physiotherapists. To best use TM in physiotherapy treatment, it is important to integrate these capabilities into the education of current and future physiotherapists.
In de palliatieve terminale zorg is men nog erg terughoudend in de toepassing van telehealth technologie, terwijl voorgaande studies wel de potentiele meerwaarde ervan hebben aangetoond. In deze postdoc aanvraag zal daarom nader onderzoek worden gedaan naar de acceptatie van telehealth in de palliatieve terminale zorg. Het doel van het onderzoek is inzichtelijk maken hoe telehealth ingezet zou moeten worden in de palliatieve terminale zorg opdat het van meerwaarde is in het ondersteunen van; 1) de uitwisseling van informatie tussen zorgvragers en zorgverleners, en 2) de sociale interactie van zorgvragers met familie en naasten. De thematiek van het onderzoek sluit aan bij de onderzoekslijn Technology in Society van het lectoraat Technology, Health & Care. Het lectoraat opereert vanuit de pijler Health & Wellbeing dat onderdeel vormt van de corporate onderzoeksagenda van Saxion getiteld Living Technology'. De postdoc zal onder supervisie van de lector het onderzoek nader gaan uitwerken en uitvoeren. Daarbij zal ook nauwe samenwerking worden gezocht met studenten en de praktijk. Tevens zal de postdoc onderdeel uitmaken van een onderwijsteam opdat vervlechting van onderzoek en onderwijs goed tot stand gaat komen. In grote lijnen zal het onderzoek bestaan uit een literatuurstudie en een studie in de praktijk naar het gebruik en ervaringen van telehealth in de palliatieve terminale zorg. Vervolgens zal nader onderzoek zich richten op het ontwerp van een testopstelling voor de toepassing van telehealth in de praktijk van palliatieve terminale zorg. De postdoc zal zorgdragen dat studentopdrachten worden uitgezet bij diverse opleidingen opdat studenten kennis maken met het doen van onderzoek, en dat inspirerende colleges worden ontwikkeld, ingebed en verzorgd in diverse curricula. Daar waar mogelijk gaan studenten en docenten van verschillende opleidingen samenwerken om de gewenste interdisciplinariteit vorm te geven. Tot slot zal de postdoc in het kader van professionalisering zorgdragen voor kennisoverdracht naar docenten.
