Challenges in Patient Recruitment, Implementation, and Fidelity in a Mobile Telehealth Study

Baron, Justine; Hirani, Shashivadan P.; Newman, Stanton

doi:10.1089/tmj.2015.0095

Cited by 18 publications

(32 citation statements)

References 46 publications

(39 reference statements)

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“…Figure 2 illustrates the growing research interest in context within the field of implementation science, however, a slight decline is noted within the previous 2 years. Thirty-four of the included studies used a qualitative approach [8,19,26 [20,25,[72][73][74][75][76][77][78][79][80][81][82][83][84][85][86][87], while 12 conducted a mixed methods evaluation [27,28,34,42,46,48,51,53,55,58,65,70]. Studies using a qualitative approach commonly used interview methods, while quantitative studies predominantly employed surveys for data collection.…”

Section: Provides a Meaningful Definition Of An Element Of Contextmentioning

confidence: 99%

“…Within many of these definitions, the influence of context on implementation success is acknowledged as critical [19, 27, 35, 38-40, 55, 68, 70, 71]. Some papers elaborate that contextual factors are the barriers and facilitators encountered during implementation [39,40,70,71]. Within the included papers context related to the pre-existing structural and organisational factors of the setting [27], or also included dynamic determinants that arose as implementation progressed [70].…”

Section: Provides a Meaningful Definition Of General Contextmentioning

confidence: 99%

“…Some papers elaborate that contextual factors are the barriers and facilitators encountered during implementation [39,40,70,71]. Within the included papers context related to the pre-existing structural and organisational factors of the setting [27], or also included dynamic determinants that arose as implementation progressed [70]. Some studies suggest that contextual factors can be internal or external to the intervention [8,39,40,70], while others propose that these conditions have no association with the initiative but rather with micro, meso and macro levels of the health system [19,35,38,55,68,71].…”

Section: Provides a Meaningful Definition Of General Contextmentioning

confidence: 99%

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Defining and assessing context in healthcare implementation studies: a systematic review

Rogers

Brún

McAuliffe

2020

BMC Health Serv Res

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Background: The implementation of evidence-based healthcare interventions is challenging, with a 17-year gap identified between the generation of evidence and its implementation in routine practice. Although contextual factors such as culture and leadership are strong influences for successful implementation, context remains poorly understood, with a lack of consensus regarding how it should be defined and captured within research. This study addresses this issue by providing insight into how context is defined and assessed within healthcare implementation science literature and develops a definition to enable effective measurement of context. Methods: Medline, PsychInfo, CINAHL and EMBASE were searched. Articles were included if studies were empirical and evaluated context during the implementation of a healthcare initiative. These English language articles were published in the previous 10 years and included a definition and assessment of context. Results were synthesised using a narrative approach. Results: Three thousand and twenty-one search records were obtained of which 64 met the eligibility criteria and were included in the review. Studies used a variety of definitions in terms of the level of detail and explanation provided. Some listed contextual factors (n = 19) while others documented sub-elements of a framework that included context (n = 19). The remaining studies provide a rich definition of general context (n = 11) or aspects of context (n = 15). The Alberta Context Tool was the most frequently used quantitative measure (n = 4), while qualitative papers used a range of frameworks to evaluate context. Mixed methods studies used diverse approaches; some used frameworks to inform the methods chosen while others used quantitative measures to inform qualitative data collection. Most studies (n = 50) applied the chosen measure to all aspects of study design with a majority analysing context at an individual level (n = 29). Conclusions: This review highlighted inconsistencies in defining and measuring context which emphasised the need to develop an operational definition. By providing this consensus, improvements in implementation processes may result, as a common understanding will help researchers to appropriately account for context in research.

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Section: Provides a Meaningful Definition Of An Element Of Contextmentioning

confidence: 99%

Section: Provides a Meaningful Definition Of General Contextmentioning

confidence: 99%

Section: Provides a Meaningful Definition Of General Contextmentioning

confidence: 99%

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Defining and assessing context in healthcare implementation studies: a systematic review

Rogers

Brún

McAuliffe

2020

BMC Health Serv Res

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“…Studies of clinical nurses' and other clinical and research members' perceptions of recruiting to clinical research have identified facilitators of effective recruitment, including strong communication between research study teams, lead nurses and other healthcare staff (Baron, Hirani, & Newman, 2016;Nurmi, Pietil€ a, Kangasniemi, & Halkoaho, 2015;Peters-Lawrence et al, 2012;Reynolds et al, 2013); integrated clinical and academic teams on site and doctors mentioning the study within routine consultation (Newington & Metcalfe, 2014); and clinical teams holding positive attitudes towards research (Borschmann, Patterson, Poovendran, Wilson, & Weaver, 2014;French & Stavropoulou, 2016).…”

Section: Introductionmentioning

confidence: 99%

Recruiting to cohort studies in specialist healthcare services: Lessons learned from clinical research nurses inUKcleft services

Zucchelli

Rumsey

Humphries

et al. 2018

Journal of Clinical Nursing

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“…También se les consulto cuales son las principales actividades que realizan a través de sus dispositivos móviles, sigue liderando la mensajería instantánea con el 42% enviar y recibir mensaje, otro uso interesante del cual el docente es testigo ya que en las aulas de clases se evidencia la ausencia de cuadernos ya que con una foto se resuelve todo, el 20% lo usa como cuaderno virtual, medio de apuntes, igualmente el 20% en búsqueda de información y un 18% para compartir archivos tabla 1. De acuerdo a un estudio hecho, Baron (2016) se encontró que los estudiantes que usan aplicaciones móviles suelen recordar con mayor facilidad el patrón de búsqueda (habilidad procedural), que el resultado por sí mismo (habilidad cognitiva), es decir, el cerebro se adapta al uso de la tecnología, lo cual puede ser beneficioso en el trabajo bajo presión. Para el 78% de los docentes encuestados, el M-learning fomenta el aprendizaje colaborativo entre los estudiantes, y su uso ha logrado mejorar el rendimiento académico de los estudiantes en un 90% , debido que al poder usarlo como soporte en el proceso de enseñanza aprendizaje, los estudiantes pudieron enviar sus tareas a tiempo por ese medio así como también pudieron ser partícipes en los talleres de modo virtual a través del uso de video llamada por medio de la aplicación de WhatsApp instalada en la mayoría de los smartphones de los estudiantes.…”

Section: Resultsunclassified

El M- learning, un nuevo escenario en la Educación superior del Ecuador

Lagos

2018

IRJ

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La tecnología, el internet y las telecomunicaciones han ido cambiando los esquemas comunes de resolver las cosas por formas innovadoras y creativas; con la tecnología móvil en auge, los nuevos modelos de smartphones al alcance de la mano, se convierte en un reto para el docente usar estos dispositivos como aliados en el proceso educativo. La presente investigación analiza la aplicación del aprendizaje móvil (M-learning) en la educación superior del Ecuador, en específico en la carrera de Sistemas Multimedia de la facultad de Filosofía de la universidad de Guayaquil donde se realizó un estudio no experimental descriptivo, con 200 estudiantes del I y II ciclo 2017-2018 y 20 docentes a quienes se les aplicó una encuesta estructurada de 25 preguntas con 17 ítems. Los resultados mostraron que el 96,2% de los encuestados utilizan los dispositivos móviles para actividades académicas, el 83% accede a contenidos digitales desde sus dispositivos móviles durante las clases; el 89% consideran necesaria la aplicación de M-learning en todas las asignaturas; el 78% de los docentes encuestados, opinan, que fomenta el aprendizaje colaborativo entre los estudiantes, mejorando su rendimiento académico en un 90%. Se concluyó que el M- learning tiene un alto nivel de aceptación entre la comunidad universitaria, su uso ha logrado fomentar la comunicación y sobre todo crear en los estudiantes la cultura del aprendizaje móvil como una alternativa digital prometedora rumbo a la educación en línea, sin embargo, se hace necesaria la capacitación constante a los docentes y estudiantes sobre la inclusión del M-learning en el currículo, como un nuevo modelo de aprendizaje en la educación superior del Ecuador

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Challenges in Patient Recruitment, Implementation, and Fidelity in a Mobile Telehealth Study

Abstract: The current article presents data on the influence of contextual factors on the conduct of this MTH study and underlines the need for these processes to be assessed and reported adequately in future MTH research.

Cited by 18 publications

References 46 publications

Defining and assessing context in healthcare implementation studies: a systematic review

Defining and assessing context in healthcare implementation studies: a systematic review

Recruiting to cohort studies in specialist healthcare services: Lessons learned from clinical research nurses inUKcleft services

El M- learning, un nuevo escenario en la Educación superior del Ecuador

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