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Janice A. Odiaga
Rush University, USA
Abstract Title:Obtaining Telehealth Competency Training through an IPE Curriculum
Biography:
Janice A. Odiaga, DNP, APRN, CPNP-PC is an Associate professor College of Nursing, Department of Women and Children and the Director of the Office of Interprofessional Education. Rush University, Chicago, IL. Rush’s practitioner-teacher formed my interest in developing curriculum that embraces interprofessional education, social determinants of health, equity, inclusion and accessibility.
Research Interest:
Background and Objectives: Telehealth has caused a rapid change in healthcare services. It is imperative to design a curriculum that prepares professional healthcare students for their future roles while providing future quality telehealth usage. In this study we will describe how Rush University, a large Midwest Academic medical-center, transformed their two semester IPE curriculum from an experiential face-to-face collaboration with community volunteers (CV) to a curriculum where telehealth competencies were embedded, and interprofessional student teams engaged with CV during telehealth sessions.
Research Design and Methodology: We used a quasi-experimental approach with retrospective analysis of repeated measures. CV, adults living with one or more chronic health conditions (n =119) were recruited and paired with interprofessional student teams (n=119). Students (N=695) from 16 programs from the Colleges of Health Sciences, Medicine and Nursing and formed into teams of 6 healthcare students with a minimum of 4 disciplines.
We administrated the Telehealth Competency Questionnaire-Provider and the useful subscales of the Telehealth Usability Questionnaire at three points, Pre/post didactic and post telehealth sessions. Student engaged in a reflective team debriefing, received feedback as a team from faculty, and a modification of the Interpersonal Process of Care Survey – Short Form was completed by students and facilitators to prompt team reflection and formative feedback.
Results: Repeated measures, multivariate analysis of variance (MANOVA) tested the extent of students’ perceptions of competency. A violation of equality of covariance matrices, F (234, 6,042.10) = 1.476, p < .001was determined; therefore, Wilks’ Lambda tests were used for multivariate comparisons. Findings showed a significant main effect of time, F (8, 635) = 33.243, p <.001 (Wilks’ Lambda = 0.705), meaning that students showed significant changes across the three phases of the curriculum
Discussion: IPE Telehealth curriculum demonstrated competency-driven telehealth training for interprofessional health care students.
Key Words: Interprofessional Education, telehealth, telehealth competency, curriculum