Setting up a telenursing training program for heart failure self-care education

@#Given the complex nature of heart failure (HF), nurses in clinical practice and nurse educators should employ a methodical approach in providing effective health education to the patient and their families even remotely. However, the limited training programs available and unprecedented nature of COVID-19 has rendered nurses less prepared to deliver heart failure self-care education. The purpose of this article is to describe the development, implementation, and evaluation of a training program which aim to equip nurses with specific skills in delivering heart failure self-care education using information and communication technologies (telenursing) in the context of the physical restrictions brought by the COVID-19 pandemic. Four phases of program development and implementation were done: (1) Phase I: Planning Phase; (2) Phase II: Needs Assessment; (3) Phase III: Designing the Health Program; and (4) Phase IV- Implementation and Evaluation. Twenty-three nurses from a tertiary private hospital participated via video conferencing in the pilot implementation of the program led by doctorate students. Using Kaufman’s approach in qualitative evaluation, participants reported the training content, materials, and the method of delivery which were valuable, meaningful, and acceptable to them. They perceived the program further enhanced their competencies, and improved patient and organizational outcomes. Taking on a proactive role, nurses should explore measures of enhancing nurses’ knowledge and skills in self-care education through information and communication technologies (ICT). This training program based on participative planning and collaboration between academia and practice proves to be feasible and requires further empirical studies to test its effectiveness in real-word settings.

Telenursing: A viable nursing response to the COVID-19 pandemic

@#The COVID-19 pandemic has put the delivery of vital health and nursing services uniquely challenged. Restrictions in social mobility, fear of contraction, and risks of transmission posed by this pandemic prompted healthcare institutions to deliver health care services remotely using information and telecommunications technologies, also known as telehealth. Telenursing is one of the components of telehealth. Although there are several strides in the use of nursing-related technologies in the country, telenursing is not a mainstream nursing service. Exploring telenursing and articulating the roles of nurses in this care delivery model is imperative given the current paradigm shift to telehealth and telemedicine in the healthcare system. This article provides a context for telenursing use in the local setting by providing factors affecting its implementation. A literature search was conducted to identify the benefits, challenges, requirements, competencies, activities, and outcomes of telenursing. Despite the limitations posed by this pandemic, telenursing offers a viable, cost-effective, and patient-centered approach in health services delivery. The implications in nursing practice, education, and research are explained.

Cultivating caring behaviors in nursing academia during the COVID-19 pandemic

@#The imposition of community quarantine due to COVID-19 transformed nursing campuses from traditional teaching and learning to flexible learning and distance teaching. The shift in the approach is a big challenge because teaching caring behaviors often require face-to-face patient interactions. This research note presents teaching and learning strategies in cultivating caring behaviors in nursing academia during the COVID-19 pandemic. Journals articles were read to identify teaching and learning strategies in cultivating caring behaviors. Strategies identified include simulation-based learning, advocacy, professional mentoring, and service-learning. Nursing is caring; despite the limitations posed by this pandemic, there are available teaching and learning strategies to cultivate caring behaviors. Considering the current context, flexibility, sensibility, and equity in teaching and learning should be of prime concern.