Preparing e-health ready graduates: A qualitative focus group study

McGregor, D; Keep, M; Brunner, M; Janssen, A; Quinn, D; Avery, J; Togher, L; Shaw, T

Preparing e-health ready graduates: A qualitative focus group study

McGregor, D Keep, M Brunner, M

Janssen, A Quinn, D Avery, J Togher, L Shaw, T

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Publication Type:: Journal Article
Citation:: Studies in Health Technology and Informatics, 2017, 239 pp. 91 - 96
Issue Date:: 2017-01-01

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Field	Value	Language
dc.contributor.author	McGregor, D	en_US
dc.contributor.author	Keep, M	en_US
dc.contributor.author	Brunner, M https://orcid.org/0000-0001-6823-5189	en_US
dc.contributor.author	Janssen, A	en_US
dc.contributor.author	Quinn, D	en_US
dc.contributor.author	Avery, J	en_US
dc.contributor.author	Togher, L	en_US
dc.contributor.author	Shaw, T https://orcid.org/0000-0003-0783-1918	en_US
dc.date.issued	2017-01-01	en_US
dc.identifier.citation	Studies in Health Technology and Informatics, 2017, 239 pp. 91 - 96	en_US
dc.identifier.isbn	9781614997825	en_US
dc.identifier.issn	0926-9630	en_US
dc.identifier.uri	http://hdl.handle.net/10453/126751
dc.description.abstract	© 2017 The authors and IOS Press. Background: Well documented demand for an e-health ready workforce is placing increasing pressure on universities to deliver essential e-health education. Aim: We aimed to explore stakeholders' perceptions of e-health knowledge and skills anticipated of workforce-ready tertiary graduates from clinical health degree programs. Method: A qualitative research study of a purposively selected sample of 23 key informants with expertise and/or experience in e-health education, practice and/or policy was conducted. Data collection involved focus group interviews that were recorded, transcribed verbatim and underwent thematic analysis. Findings: Three primary themes about e-health education and preparation of health graduates emerged from the analyses: 1) Reinforce fundamental competencies, 2) Acknowledge and adapt existing competencies, and 3) Introduce and provide opportunities for new learning. Conclusions and Implications: This study will inform the articulation of a consensus driven set of core competencies for a cross-faculty e-health curriculum that aligns with workforce expectations. There is also potential for vertical integration of findings into workforce development programs.	en_US
dc.relation.ispartof	Studies in Health Technology and Informatics	en_US
dc.relation.isbasedon	10.3233/978-1-61499-783-2-91	en_US
dc.subject.classification	Medical Informatics	en_US
dc.subject.mesh	Humans	en_US
dc.subject.mesh	Focus Groups	en_US
dc.subject.mesh	Qualitative Research	en_US
dc.subject.mesh	Curriculum	en_US
dc.subject.mesh	Staff Development	en_US
dc.subject.mesh	Medical Informatics	en_US
dc.title	Preparing e-health ready graduates: A qualitative focus group study	en_US
dc.type	Journal Article
utslib.citation.volume	239	en_US
utslib.for	1117 Public Health and Health Services	en_US
utslib.for	0807 Library and Information Studies	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.publication-status	Published	en_US
pubs.volume	239	en_US

Abstract:

© 2017 The authors and IOS Press. Background: Well documented demand for an e-health ready workforce is placing increasing pressure on universities to deliver essential e-health education. Aim: We aimed to explore stakeholders' perceptions of e-health knowledge and skills anticipated of workforce-ready tertiary graduates from clinical health degree programs. Method: A qualitative research study of a purposively selected sample of 23 key informants with expertise and/or experience in e-health education, practice and/or policy was conducted. Data collection involved focus group interviews that were recorded, transcribed verbatim and underwent thematic analysis. Findings: Three primary themes about e-health education and preparation of health graduates emerged from the analyses: 1) Reinforce fundamental competencies, 2) Acknowledge and adapt existing competencies, and 3) Introduce and provide opportunities for new learning. Conclusions and Implications: This study will inform the articulation of a consensus driven set of core competencies for a cross-faculty e-health curriculum that aligns with workforce expectations. There is also potential for vertical integration of findings into workforce development programs.

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http://hdl.handle.net/10453/126751