Curriculum Interventions and Pedagogical Approaches for Virtual Care Delivery: A Scoping Review

Palesy, D; Forrest, G; Crowley, ME

Curriculum Interventions and Pedagogical Approaches for Virtual Care Delivery: A Scoping Review

Palesy, D

Forrest, G Crowley, ME

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Publisher:: SAGE PUBLICATIONS INC
Publication Type:: Journal Article
Citation:: Home Health Care Management and Practice, 2023, 35, (1), pp. 40-47
Issue Date:: 2023-02-01

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Field	Value	Language
dc.contributor.author	Palesy, D https://orcid.org/0000-0002-4790-5398
dc.contributor.author	Forrest, G
dc.contributor.author	Crowley, ME
dc.date.accessioned	2024-01-16T04:35:46Z
dc.date.available	2024-01-16T04:35:46Z
dc.date.issued	2023-02-01
dc.identifier.citation	Home Health Care Management and Practice, 2023, 35, (1), pp. 40-47
dc.identifier.issn	1084-8223
dc.identifier.issn	1552-6739
dc.identifier.uri	http://hdl.handle.net/10453/174583
dc.description.abstract	The onset of the COVID-19 pandemic has accelerated the adoption of virtual care as a modality for home-based care delivery to individuals and cohorts who might not otherwise have access. While a number of positive outcomes have been reported, rapid growth has occurred without critical consideration of clinician education and training. Little is known about the curricular and pedagogical requirements for educating current and future clinicians in virtual care provision. This review was informed by Arksey and O’Malley’s five-stage methodological framework for scoping reviews, first published in 2005. Using a clearly articulated search strategy and reporting process, over 4000 pieces of literature were analysed to inform this review. A final 17 papers were included. Common themes emerging in relation to curricula content include the basics of virtual care, cultural awareness, interprofessional collaboration/training, telepresence, encompassing non-verbal, verbal and environmental considerations, and virtual care clinical skills. Standalone modules are recommended for delivering ‘the basics’ of virtual care, while the interactive/participative approach is endorsed as an appropriate method of instruction. The reviewed literature reviewed offers a set of core inclusions and pedagogical approaches for a virtual care education program, although these are often mentioned in general terms and are not always well described. Moving beyond the COVID-19 pandemic, virtual care education for current and future clinicians requires a consistent and cohesive approach to curricula and pedagogies. These approaches should be rigorously evaluated as part of a continuous quality improvement process.
dc.language	English
dc.publisher	SAGE PUBLICATIONS INC
dc.relation.ispartof	Home Health Care Management and Practice
dc.relation.isbasedon	10.1177/10848223221105865
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1110 Nursing
dc.subject.classification	Nursing
dc.subject.classification	4205 Nursing
dc.title	Curriculum Interventions and Pedagogical Approaches for Virtual Care Delivery: A Scoping Review
dc.type	Journal Article
utslib.citation.volume	35
utslib.for	1110 Nursing
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Strength - CHSP - Health Services and Practice
utslib.copyright.status	closed_access	*
dc.date.updated	2024-01-16T04:35:44Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	35
utslib.citation.issue	1

Abstract:

The onset of the COVID-19 pandemic has accelerated the adoption of virtual care as a modality for home-based care delivery to individuals and cohorts who might not otherwise have access. While a number of positive outcomes have been reported, rapid growth has occurred without critical consideration of clinician education and training. Little is known about the curricular and pedagogical requirements for educating current and future clinicians in virtual care provision. This review was informed by Arksey and O’Malley’s five-stage methodological framework for scoping reviews, first published in 2005. Using a clearly articulated search strategy and reporting process, over 4000 pieces of literature were analysed to inform this review. A final 17 papers were included. Common themes emerging in relation to curricula content include the basics of virtual care, cultural awareness, interprofessional collaboration/training, telepresence, encompassing non-verbal, verbal and environmental considerations, and virtual care clinical skills. Standalone modules are recommended for delivering ‘the basics’ of virtual care, while the interactive/participative approach is endorsed as an appropriate method of instruction. The reviewed literature reviewed offers a set of core inclusions and pedagogical approaches for a virtual care education program, although these are often mentioned in general terms and are not always well described. Moving beyond the COVID-19 pandemic, virtual care education for current and future clinicians requires a consistent and cohesive approach to curricula and pedagogies. These approaches should be rigorously evaluated as part of a continuous quality improvement process.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/174583