An eHealth capabilities framework for graduates and health professionals: Mixed-methods study

Brunner, M; McGregor, D; Keep, M; Janssen, A; Spallek, H; Quinn, D; Jones, A; Tseris, E; Yeung, W; Togher, L; Solman, A; Shaw, T

An eHealth capabilities framework for graduates and health professionals: Mixed-methods study

Brunner, M

McGregor, D Keep, M

Janssen, A Spallek, H

Quinn, D Jones, A Tseris, E Yeung, W Togher, L Solman, A

Shaw, T

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Publication Type:: Journal Article
Citation:: Journal of Medical Internet Research, 2018, 20 (5)
Issue Date:: 2018-05-01

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Field	Value	Language
dc.contributor.author	Brunner, M https://orcid.org/0000-0001-6823-5189	en_US
dc.contributor.author	McGregor, D	en_US
dc.contributor.author	Keep, M https://orcid.org/0000-0001-9516-0303	en_US
dc.contributor.author	Janssen, A	en_US
dc.contributor.author	Spallek, H https://orcid.org/0000-0001-6865-4818	en_US
dc.contributor.author	Quinn, D	en_US
dc.contributor.author	Jones, A	en_US
dc.contributor.author	Tseris, E	en_US
dc.contributor.author	Yeung, W	en_US
dc.contributor.author	Togher, L	en_US
dc.contributor.author	Solman, A https://orcid.org/0000-0002-2906-8880	en_US
dc.contributor.author	Shaw, T https://orcid.org/0000-0003-0783-1918	en_US
dc.date.available	2018-04-09	en_US
dc.date.issued	2018-05-01	en_US
dc.identifier.citation	Journal of Medical Internet Research, 2018, 20 (5)	en_US
dc.identifier.uri	http://hdl.handle.net/10453/124629
dc.description.abstract	© Melissa Brunner, Deborah McGregor, Melanie Keep, Anna Janssen, Heiko Spallek, Deleana Quinn, Aaron Jones, Emma Tseris, Wilson Yeung, Leanne Togher, Annette Solman, Tim Shaw. Background: The demand for an eHealth-ready and adaptable workforce is placing increasing pressure on universities to deliver eHealth education. At present, eHealth education is largely focused on components of eHealth rather than considering a curriculum-wide approach. Objective: This study aimed to develop a framework that could be used to guide health curriculum design based on current evidence, and stakeholder perceptions of eHealth capabilities expected of tertiary health graduates. Methods: A 3-phase, mixed-methods approach incorporated the results of a literature review, focus groups, and a Delphi process to develop a framework of eHealth capability statements. Results: Participants (N=39) with expertise or experience in eHealth education, practice, or policy provided feedback on the proposed framework, and following the fourth iteration of this process, consensus was achieved. The final framework consisted of 4 higher-level capability statements that describe the learning outcomes expected of university graduates across the domains of (1) digital health technologies, systems, and policies; (2) clinical practice; (3) data analysis and knowledge creation; and (4) technology implementation and codesign. Across the capability statements are 40 performance cues that provide examples of how these capabilities might be demonstrated. Conclusions: The results of this study inform a cross-faculty eHealth curriculum that aligns with workforce expectations. There is a need for educational curriculum to reinforce existing eHealth capabilities, adapt existing capabilities to make them transferable to novel eHealth contexts, and introduce new learning opportunities for interactions with technologies within education and practice encounters. As such, the capability framework developed may assist in the application of eHealth by emerging and existing health care professionals. Future research needs to explore the potential for integration of findings into workforce development programs.	en_US
dc.relation.ispartof	Journal of Medical Internet Research	en_US
dc.relation.isbasedon	10.2196/10229	en_US
dc.subject.classification	Medical Informatics	en_US
dc.subject.mesh	Humans	en_US
dc.subject.mesh	Telemedicine	en_US
dc.subject.mesh	Education, Medical, Graduate	en_US
dc.subject.mesh	Health Personnel	en_US
dc.title	An eHealth capabilities framework for graduates and health professionals: Mixed-methods study	en_US
dc.type	Journal Article
utslib.citation.volume	5	en_US
utslib.citation.volume	20	en_US
utslib.for	1199 Other Medical and Health Sciences	en_US
utslib.for	08 Information and Computing Sciences	en_US
utslib.for	11 Medical and Health Sciences	en_US
utslib.for	17 Psychology and Cognitive Sciences	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Graduate School of Health
utslib.copyright.status	open_access
pubs.issue	5	en_US
pubs.publication-status	Published	en_US
pubs.volume	20	en_US

Abstract:

© Melissa Brunner, Deborah McGregor, Melanie Keep, Anna Janssen, Heiko Spallek, Deleana Quinn, Aaron Jones, Emma Tseris, Wilson Yeung, Leanne Togher, Annette Solman, Tim Shaw. Background: The demand for an eHealth-ready and adaptable workforce is placing increasing pressure on universities to deliver eHealth education. At present, eHealth education is largely focused on components of eHealth rather than considering a curriculum-wide approach. Objective: This study aimed to develop a framework that could be used to guide health curriculum design based on current evidence, and stakeholder perceptions of eHealth capabilities expected of tertiary health graduates. Methods: A 3-phase, mixed-methods approach incorporated the results of a literature review, focus groups, and a Delphi process to develop a framework of eHealth capability statements. Results: Participants (N=39) with expertise or experience in eHealth education, practice, or policy provided feedback on the proposed framework, and following the fourth iteration of this process, consensus was achieved. The final framework consisted of 4 higher-level capability statements that describe the learning outcomes expected of university graduates across the domains of (1) digital health technologies, systems, and policies; (2) clinical practice; (3) data analysis and knowledge creation; and (4) technology implementation and codesign. Across the capability statements are 40 performance cues that provide examples of how these capabilities might be demonstrated. Conclusions: The results of this study inform a cross-faculty eHealth curriculum that aligns with workforce expectations. There is a need for educational curriculum to reinforce existing eHealth capabilities, adapt existing capabilities to make them transferable to novel eHealth contexts, and introduce new learning opportunities for interactions with technologies within education and practice encounters. As such, the capability framework developed may assist in the application of eHealth by emerging and existing health care professionals. Future research needs to explore the potential for integration of findings into workforce development programs.

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http://hdl.handle.net/10453/124629