A Preliminary Investigation of the Use of Videophone Technology as a Training Tool for Students Working with Older Adults

Abstract

The purpose of this study was to examine changes in student's attitudes toward the use of low-cost videophone equipment as a tool for interacting with elderly residents. Students enrolled in four undergraduate social work courses were asked to observe and participate in a social history interview with a resident volunteer from an assisted-living facility located in north Mississippi. In order to measure changes in participants' attitudes toward technology, students completed the Student Telecommunication Satisfaction Questionnaire prior to and immediately after observing the interview. It was hypothesized that students would demonstrate a positive increase in their attitude toward the use of technology to deliver health care services after being exposed to such technology. The results of this study provide partial support for the hypothesis. In general, students responded positively to the use of video-Jennifer A.

Clinician telehealth attitudes in a rural community mental health center setting.

“…Telehealth research has generally demonstrated improved clinician knowledge, acceptance, and skills on this treatment modality following training (Bruno & Abbott, 2015; Chang, Sequeira, McCord, & Garney, 2016; McCord, Saenz, Armstrong, & Elliott, 2015). Training has also led to enhancements in clinician competence in using telehealth-related technology (McCord et al, 2015; Wood, O’Quin, & Eftink, 2004), cultural competence (McCord et al, 2015), as well as, knowledge of telehealth and clinician telehealth usage satisfaction ratings (Gray et al, 2015). For example, Bruno and Abbott (2015) studied Australian health professionals’ attitudes toward using telehealth for service provision and perceptions of telehealth utility.…”

MSW Curriculum Analysis

“…Remote practice research suggests improved knowledge, acceptance, and skills regarding this treatment modality following clinician training (Bruno & Abbott, 2015;Chang et al, 2016;McCord et al, 2015). Similarly, clinical training led to enhanced competence using remote practice technology (McCord et al, 2015;Wood et al, 2004), increased levels of cultural competence (McCord et al, 2015), and increased satisfaction ratings from clinicians (Gray & DiLoreto, 2016). Thus, programs should consider the extent to which faculty, staff, community contacts, and other program partners can assist in providing knowledge and training on RSWP to students.…”