Value

ePoster Presentation

(EP-164) Telehealth Etiquette: A Missing yet Critical Piece in Telehealth Education

Monday, April 24
9:45 AM - 10:00 AM
Location: Experience Zone - ePosters

Background:
While telehealth has expanded globally there remains a paucity of literature related to preparing future care providers for the necessary human factors necessary for a successful telehealth visit. Research has focused on theory, didactic, and practical hands-on skills related to telehealth rather than the "human factors" or the unique "etiquette" used for this type of visit. Teaching must go beyond the equipment and possible use of the technology. The manner in which a visit should be conducted and the nuances of the visit are not intuitive. Without proper training regarding the unique etiquette required for a virtual telehealth visit telehealth programs are at risk of failure.

Education-Training:
Students from 10 professions (medicine, advanced practice nursing, clinical counseling, physical therapy, social work, dental hygiene, athletic training, pharmacy, speech language pathology, and pharmacy) and three universities are brought together for a 2-week immersion experience with the goals of building interprofessional teams and preparing these teams to utilize telehealth to improve patient care. During Week-1 students complete asynchronous online training modules. Students are introduced to how telehealth improves patient access and outcomes, the legal and ethical issues related to telehealth, and financial implications. At the start of week-2 students convene for a hands on experience with the following equipment such as: telehealth cart, peripherals, home monitoring equipment, and wearables. Interprofessional student teams are guided by faculty experienced in telehealth through two telehealth visits with complicated simulated standardized patient dyads. By the end of the 2nd week, the student groups develop and present a webbased mhealth application related to one of the patient dyads.

Data Collection Methods:
In this ongoing intervention (conducted monthly), 60 students in their final semester have completed the telehealth rotation with data collection. Along with demographic information pre and post training data has been collected on students' Telehealth Etiquette using a researcher developed Likert scaled tool. Empathy and the ability to successfully communicate with the patient dyad through telehealth is measured using the Master Interview Rating Scale (MIRS) at the end of the SP experiences. This tool, used by the standardized patients, evaluates the students' ability to express empathy using nonverbal and verbal skills effectively.

Results:
To date the majority (72%) of the students were 22-34 years of age, female (77%), and Caucasian (63%) with the greatest percentage (33%) medical students. Demographic data and Pre and Post Etiquette data and MIRS data will be presented. Qualitative comments will also be presented.

Conclusion:
Preliminary data shows that all students, even millennials, demonstrate decreased human factors despite technology being a part of their everyday lives. Previously developed professional communication and empathetic skills are not easily transitioned to from traditional visits to the telehealth visit. When the filter of technology is in place, most students drop their veil of professionalism. In some instances no patient education was conducted, no empathy or encouragement was displayed and few elicited the patient's perspective.
While Telehealth Etiquette can be measured and changed through education, there is additional learning that needs to be done by the students to express themselves verbally and non-verbally with patients. It can be concluded that the transition to a telehealth visit is not intuitive, and the telehealth monitor becomes a block to communication. Students need training specifically focused on telehealth etiquette for the visit telehealth visits should be no different than traditional "office visits".

Learning Objectives:

Tina S. Haney

Assistant Professor
Old Dominion University

Dr. Tina Haney has been a practicing Pediatric Clinical Nurse Specialist for over 30-years. She is an Assistant Professor of Nursing in the Doctor of Nursing Practice Program at Old Dominion University in Norfolk VA. She is a Co-Pi on two multimillion dollar Health Resources and Services Administration (HRSA) grants designed to prepare interprofessional teams to reach the rural and underserved through telehealth technologies. One grant connects Advanced Practice Nurse preceptors located in rural and underserved areas to faculty located at urban Universities through telehealth Dr. Haney has spoken extensively at regional and national conferences specifically about interprofessional team development and telehealth. She has also published several articles on these topics.

Presentation(s):

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Karen Kott

Associate Professor
Old Dominion University

Dr. Karen Kott a physical therapist, teaches and does research in the area of Interprofessional Education and Telehealth.

Presentation(s):

Send Email for Karen Kott


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(EP-164) Telehealth Etiquette: A Missing yet Critical Piece in Telehealth Education



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