Put PEP into Telehealth: An Etiquette Framework for Successful Encounters

Key Words: Telehealth etiquette, webside manner, Advanced Practice Nursing, nursing, telehealth, telehealth education, telemedicine, nursing education, nurse patient experience, telehealth nursing, nursing faculty, telehealth quality Increased utilization of videoconferencing platforms to conduct meetingsand patient encounters has illuminated the need to focus on video etiquette. Telehealth Brief History of Telehealth Telehealth, as defined by the U. S. Health Resources and Services Administration (HRSA), is "the use of electronic and telecommunication technologies to support long-distance clinical health care, patient and professional health-related education, public health, and health administration" (U. S. Department of Health and Human Services [DHHSI. 2021. para 1). [...]the casual use of social media for interpersonal Interactions may have a negative effect on professional telehealth communication by reducing one's empathetic expression (Konrath et al.. Patient-Provider Communication Impact of Communication Communication has long been a key component of education for nursesand Is identified by the National Council of State Boards of Nursing (NCSBN) as fundamental to the practice of nursing (NCSBN. 20131.

Innovative Projects: A Unique Approach to Telehealth Education.

ABSTRACT: During the COVID-19 pandemic, telehealth utilization grew astronomically, encouraging more institutions of higher education to become innovative and proactive in preparing health care providers to deliver high-quality telehealth care. Telehealth can be creatively implemented throughout health care curricula given the appropriate guidance and tools. This article speaks to the development of student telehealth projects as part of the work of a national taskforce funded by the Health Resources and Services Administration and charged with the development of a telehealth toolkit. Proposed telehealth projects allow students to take the lead in their innovative learning and allow faculty to facilitate project-based evidence-based pedagogy.

An interdisciplinary telemedicine innovation to enhance pediatric diabetes care in rural communities: A proposed practice initiative.

PURPOSE: The COVID-19 pandemic highlighted disparities in healthcare access and outcomes, particularly among individuals with chronic conditions. A positive outcome of the pandemic was an increased use of telehealth and the creation of innovative models of care. In many organizations, nurses became the leaders for these new models. Before this change, pediatric medicine had far fewer telehealth models than adult medicine due to limited Medicaid reimbursement and equipment that was not designed with children in mind. This article describes a new model of care for children with diabetes. We will review how a nurse-led initiative with the incorporation of telehealth modalities can improve access and outcomes while reducing cost. Successful models of care will be reviewed, as well as programmatic planning, financial implications, and regulatory considerations. CONCLUSIONS: It is no longer necessary for families living in rural communities to drive long distances, missing school and work, to attend the frequent appointments needed for optimal management of pediatric diabetes. Telemedicine can bridge gaps in access to specialty care, and is feasible, reimbursable, and well-accepted by families and providers. PRACTICE IMPLICATIONS: Nurses in both primary care and pediatric specialty offices can initiate and support innovative telehealth models of care, such as this proposal. To win the backing of practice leadership, the availability of cost-effective videoconferencing equipment and software, improvements in telehealth reimbursement prompted by the pandemic, and enhanced patient and parent satisfaction and outcomes should be emphasized.

Evaluating Advanced Practice Nurses’ Burnout and Potential Helping Modalities

Health care providers are experiencing increased stress during the coronavirus disease 2019 pandemic. While it is understood that increased stress leads to burnout, limited research has been conducted to evaluate advance practice nurse response to coronavirus disease 2019, and more specifically, self-identified modalities that may decrease stress in the workplace or at home. This pilot study evaluated advance practice nurse-perceived burnout and evaluated perceived needs and/or perception of modalities aimed at reducing stress and improving well-being, such as essential oils, quiet room, soothing music, art therapy, pet therapy, and mobile applications, that could be easily accessed in the workplace.

Telehealth Education: Impact on Provider Experience and Adoption.

BACKGROUND: COVID-19 propelled telehealth to the forefront of health care, forcing many advanced practice registered nurses (APRNs) to incorporate telehealth into their practice without sufficient education. Lack of training has been cited as a barrier to telehealth adoption. PURPOSE: This study evaluated provider adoption of telehealth based on the type of telehealth education received. METHODS: A quantitative survey of telehealth providers (n = 224) was distributed through the listservs of 4 national organizations to determine whether there was a significant difference in provider levels of perceived usefulness, self-efficacy, perceived knowledge, satisfaction, and use of telehealth based on the type of telehealth education received. RESULTS: Telehealth adoption was significantly associated with the type of telehealth education received (vendor, online, written instructions only, and on the spot). CONCLUSION: With telehealth utilization expected to endure postpandemic, faculty should incorporate the most effective telehealth education methods into APRN curricula, ensuring successful adoption by the future workforce.

Preparing Nurses for Roles in Telehealth: Now is the Time!

Even though the American Association of Colleges of Nursing (AACN) essentials for BSN (2008), MSN (2011), and DNP (2006) education addressed technology in broad terms, there was minimal reference to virtual health and no mention of telehealth fAACN. 20201. Because of the limited emphasis, few nursing education programs integrated telehealth content within the curriculum. Through telehealth practice, the nurse uses a variety of technologies, such as videoconferencing to communicate with the patient;remote patient home monitoring to collect clinical data (e.g., blood pressure and blood glucose levels);and peripherals such as a Bluetooth stethoscope and a high definition camera to collect and deliver data to providers. [...]when society needed to embrace telehealth in response to COVID-19, healthcare professionals, including nurses, were caught without the needed training. [...]of the pandemic, telehealth has become a household word.

Telehealth Education: An Interprofessional Online Immersion Experience in Response to COVID-19.

BACKGROUND: In March 2020, due to the COVID-19 pandemic, universities halted in-person education and health care pivoted to telehealth delivery models. This article describes a nurse-led educational program that transitioned to fully online delivery to prepare interprofessional teams of health care students to use telehealth during the pandemic and beyond. METHOD: Participants included 67 students from seven professions. Researchers developed "the four Ps of telehealth" model to guide the curriculum. The program used pre- and postassessments including the Confidence in Planning for Telehealth Scale, the Telehealth Etiquette Knowledge Scale, and the Confidence in Providing Telehealth Scale. RESULTS: There were significant improvements in scores on all scales following the program (p = .000). CONCLUSION: The results suggest that comprehensive telehealth education should focus on more than just delivering telehealth but also planning and preparing for its delivery. Programs such as this online program can serve as a model for future telehealth programs to prepare providers. [J Nurs Educ. 2020;59(10):570-576.].