Using New Communication Technologies: An Educational Strategy Fostering Collaboration and Telehealth Skills in Nurse Practitioners

Gray, Deborah C.; Rutledge, Carolyn

doi:10.1016/j.nurpra.2014.06.018

Cited by 7 publications

(6 citation statements)

References 5 publications

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“…Telehealth can serve as a tool to allow nurse practitioners and their patients to gain access to other professions at a distance as well as serving as an equalizer related to professional roles. Educational programs have been developed using didactic lectures and standardized patient experiences as well as intraprofessional projects to successfully teach interprofessional and intraprofessional collaboration using telehealth 41,42. These telehealth programs demonstrate effective collaboration in circumstances that would otherwise not be possible.…”

Section: Topicsmentioning

confidence: 99%

“…Another program focused on provider to provider telehealth encounters by pairing nurse practitioner Doctor of Nursing Practice students and nurse executive Doctor of Nursing Practice students (intraprofessional collaboration). 41 The pair was responsible for connecting using a technology they had never used before to develop a program to address a specific population need. The students then completed a paper addressing what they learned about each other’s role, what technology they used, the benefits and barriers in using the technology, and program they developed.…”

Section: Techniquesmentioning

confidence: 99%

“…The students were overwhelmingly positive about the experience in using the technology and the opportunity to learn about each other’s roles. 41 …”

Section: Techniquesmentioning

confidence: 99%

See 2 more Smart Citations

Telehealth and eHealth in nurse practitioner training: current perspectives

Rutledge¹,

Kott²,

Schweickert³

et al. 2017

AMEP

166

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: Topicsmentioning

confidence: 99%

Section: Techniquesmentioning

confidence: 99%

See 1 more Smart Citation

Telehealth and eHealth in nurse practitioner training: current perspectives

Rutledge¹,

Kott²,

Schweickert³

et al. 2017

AMEP

166

204

View full text Add to dashboard Cite

show abstract

“…Only the written and learned curricula have been evaluated in many programs (Glatthorn et al 2015). This phenomenon also happens to be apparent in several CPD programs and literature (Balmer 2013;Barr and Low 2013;Brock et al 2013;Chipchase et al 2012;Chirico et al 2014;Clark et al 2015;Delf 2013;Donyai et al 2013;Filipe et al 2014;Gray and Rutledge 2014;Karim et al 2013;Kemp and Baker 2013;Kvas and Seljak 2013). Despite these limitations, some studies and literature have adapted evaluation frameworks with a strong affinity towards learning outcomes.…”

Section: The Need For a Cpd Curriculum Evaluation Modelmentioning

confidence: 99%

“…Since the study deals with the firsthand utilization of technagogy in the CPD program, the study adapts Spector's digital objects as technagogic objects, namely (a) informational for knowledge objects, (b) instructional for learning and instructional objects, (c) interactional for relational objects, and (d) inspirational for motivational objects. The interactional object is added on the premise that technagogy derives from (a) constructivism (Geer 2000;DeLamater 2001 cited in Slough andConnell 2006) that values collaboration and (b) technology that mediates interactive communication (Chipchase et al 2012;Gray and Rutledge 2014;Lawson and Cowling 2015). Likewise, this study includes the inspirational object, which is grounded on the concept 'motivation teachnology' in Choy's (2013) iTEaCH Implementation Model.…”

Section: Curriculum Frameworkmentioning

confidence: 99%

Technagogy-enhanced continuing professional development (CPD) for health professionals: design and evaluation

et al. 2021

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Due to the changing needs and technological advancement in the twenty-first century, "technagogy" or the arts and science of teaching with technology has emerged as an underexplored opportunity in the continuing professional development (CPD). However, little is known on how to develop and evaluate a technagogy-enhanced CPD for health professionals. A mixed-methods study was utilized to generate wellgrounded curriculum and evaluation frameworks that integrate technagogy and outcomes-based teaching and learning in CPD. The CPD evaluation of the implemented learning program revealed that a technagogy-enhanced CPD could lead to excellent and effective written, supported, taught, tested, and learned curriculum aspects. The designed frameworks can guide the theory, practice, research, and policy of CPD program development and evaluation.

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