Education and training to support the use of clinical telehealth: A review of the literature

Edirippulige, Sisira; Armfield, Nigel R

doi:10.1177/1357633x16632968

Cited by 200 publications

(212 citation statements)

References 23 publications

(70 reference statements)

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“…Five of the studies described short continuing education programs3–7 and only six described formal university programs8–13 with three being with nurse practitioners 9,11,12. Compared to other aspects of telehealth research (i.e., feasibility, effectiveness, economics, and satisfaction), literature related to education and training in telehealth has remained scant 14. This may be due to many providers being unacquainted with telehealth or perhaps a lack of interest in the field, secondary to this limited experience 15,16.…”

Section: Gaps In the Literaturementioning

confidence: 99%

“…Telehealth programs have been used to provide content that focuses on 1) defining telehealth, 2) telehealth etiquette, 3) interprofessional collaboration, 4) regulations, 5) reimbursement, 6) security/Health Insurance Portability and Accountability Act (HIPAA), 7) ethical practice in telehealth, and 8) satisfaction 14,15,17,23–25. The following sections address recommended topics that programs might consider addressing when training nurse practitioners in telehealth.…”

Section: Topicsmentioning

confidence: 99%

See 1 more Smart Citation

Telehealth and eHealth in nurse practitioner training: current perspectives

Rutledge¹,

Kott²,

Schweickert³

et al. 2017

AMEP

171

204

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Telehealth is becoming a vital process for providing access to cost-effective quality care to patients at a distance. As such, it is important for nurse practitioners, often the primary providers for rural and disadvantaged populations, to develop the knowledge, skills, and attitudes needed to utilize telehealth technologies in practice. In reviewing the literature, very little information was found on programs that addressed nurse practitioner training in telehealth. This article provides an overview of both the topics and the techniques that have been utilized for training nurse practitioners and nurse practitioner students in the delivery of care utilizing telehealth. Specifically, this article focuses on topics including 1) defining telehealth, 2) telehealth etiquette, 3) interprofessional collaboration, 4) regulations, 5) reimbursement, 6) security/Health Insurance Portability and Accountability Act (HIPAA), 7) ethical practice in telehealth, and 8) satisfaction of patients and providers. A multimodal approach based on a review of the literature is presented for providing the training: 1) didactics, 2) simulations including standardized patient encounters, 3) practice immersions, and 4) telehealth projects. Studies found that training using the multimodal approach allowed the students to develop comfort, knowledge, and skills needed to embrace the utilization of telehealth in health care.

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Section: Gaps In the Literaturementioning

confidence: 99%

Section: Topicsmentioning

confidence: 99%

Telehealth and eHealth in nurse practitioner training: current perspectives

Rutledge¹,

Kott²,

Schweickert³

et al. 2017

AMEP

171

204

View full text Add to dashboard Cite

show abstract

“…Despite substantial evidence in support of TMH, providers' adoption of TMH had been slow pre-COVID-19 [13][14][15][16] . Poor adoption rates occurred despite signi cant investments and policy changes that encouraged use 14,17 .…”

Section: Discussionmentioning

confidence: 99%

Implementation of a Telemental Health Training Program Across a Mental Health Department

Felker

McGinn

Shearer

et al. 2020

Preprint

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Background Telemental Health (TMH) is an effective way to increase access to mental health services. For this reason, many health care systems strive to make TMH a part of routine mental health services. TMH use has increased substantially in recent years; however, health care systems have found it challenging to implement TMH ubiquitously. Minimal literature addresses system wide TMH implementation efforts. Because previous local training efforts failed in leading to meaningful uptake in TMH use, a quality improvement project guided by implementation science methodology was used to design and implement an innovative TMH training program across a large service line. Methods PARiHS criteria (i.e., Evidence, Context, Facilitation) was used as a framework to design, communicate, and implement a TMH training program aimed at providing task-specific training and culture change. The Evidence included incorporating established telehealth literature on TMH acceptance and efficacy. The Context included leadership support to prioritize training sites. RE-AIM guided the evaluation outcome measures used. The Facilitation was guided by Implementation/Facilitation techniques. A total of 100 interdisciplinary mental health providers from outpatient mental health clinics participated in this training over the course of two years. Results Overall, providers reported satisfaction with the training program, and found that it increased their TMH knowledge and competence. The number of providers using TMH and patients who received it nearly doubled in the two years after the launch of the TMH training compared to the two years preceding. Conclusions Implementation science methodology was important in creating an organizational framework to design, evaluate, and facilitate implementation of an innovative TMH training program. The program was well-received by staff and increased the number of providers and patients using TMH. Since this project was completed, the COVID-19 pandemic has significantly increased the demand for telehealth services. This training model offers specific strategies based upon implementation science that could be disseminated to and adopted by mental health programs looking to implement system wide TMH use.

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“…25 There is limited evidence on telehealthcare-related education and training for practitioners. 26 A recent telehealthcare review identified complex domains such as privacy and security as aspects that may become increasingly important, and that care for chronic conditions and medication reviews are important for telemedicine services. 27 This study has demonstrated that complexity in consultations often left the trainees feeling under-confident, and that there was a positive correlation between the training received and the confidence to perform that particular competency independently.…”

Section: Comparison With Existing Literaturementioning

confidence: 99%

Experiences of GP trainees in undertaking telephone consultations: a mixed-methods study

et al. 2020

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BackgroundPrimary care telephone consultations are increasingly used for patient triage, reviews, and providing clinical information. They are also a key postgraduate training component yet little is known about GP trainees’ preparation for, or experiences and perceptions of, them.AimTo understand the experiences, perceptions, and training of GP trainees in conducting telephone consultations.Design & settingA mixed-methods study was undertaken of North Central and East London (NCEL) GP trainees.MethodA cross-sectional electronic survey of trainees was performed with subsequent semi-structured interviews. Survey data were analysed using descriptive statistics, and qualitative data using thematic analysis.ResultsThe survey response was 16% (n = 100/618), and 10 participated in semi-structured interviews. Trainees felt least confident with complicated telephone consulting, and there was a strong positive correlation between the percentage reporting having received training and their confidence (R2 = 0.71, P<0.0001). Positive experiences included managing workload and convenience. Negative experiences included complex encounters, communication barriers, and absence of examination. Trainees reported that training for telephone consultations needed strengthening, and that recently introduced audio-clinical observation tools (COTs) were useful. Positive correlations were found between the length of out-of-hours (OOH) but not in-hours training and the level of supervision or feedback received for telephone consultations.ConclusionThis project sheds light on GP trainees’ current experiences of telephone consultations and the need to enhance future training. The findings will inform a wider debate among stakeholders and postgraduate learners regarding training for telephone consultations, and potentially for other remote technologies.

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Education and training to support the use of clinical telehealth: A review of the literature

Cited by 200 publications

References 23 publications

Telehealth and eHealth in nurse practitioner training: current perspectives

Telehealth and eHealth in nurse practitioner training: current perspectives

Implementation of a Telemental Health Training Program Across a Mental Health Department

Experiences of GP trainees in undertaking telephone consultations: a mixed-methods study

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