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The role of digital technology in providing education, training, continuing professional development and support to the rural health workforce. HEALTH EDUCATION 2021. [DOI: 10.1108/he-11-2020-0109] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/11/2023]
Abstract
PurposeEducation, training and continuing professional development are amongst the evidence-based initiatives for attracting and retaining rural and remote health professionals. With rapidly increasing access to and use of digital technology worldwide, there are new opportunities to leverage training and support for those who are working in rural and remote areas. In this paper we determine the key elements associated with the utility of digital technologies to provide education, training, professional learning and support for rural health workforce outside the University and tertiary sector.Design/methodology/approachA scoping review of peer-reviewed literature from Australia, Canada, US and New Zealand was conducted in four bibliographic databases – Medline complete, CINAHL, Academic Search complete and Education Complete. Relevant studies published between January 2010 and September 2020 were identified. The Levac et al. (2010) enhanced methodology of the Arksey and O'Malley (2005) framework was used to analyse the literature.FindingsThe literature suggests there is mounting evidence demonstrating the potential for online platforms to address the challenges of rural health professional practice and the tyranny of distance. After analysing 22 publications, seven main themes were found – Knowledge and skills (n = 13), access (n = 10), information technology (n = 7), translation of knowledge into practice (n = 6), empowerment and confidence (n = 5), engagement (n = 5) and the need for support (n = 5). Ongoing evaluation will be critical to explore new opportunities for digital technology to demonstrate enhanced capability and retention of rural health professionals.Originality/valueTo date there has been limited examination of research that addresses the value of digital platforms on continuing professional development, education and support for rural health professionals outside the university and tertiary training sectors.
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Lima ÂRA, González JS, Ruiz MDCS, Heck RM. NURSING INTERFACES IN RURAL CARE: AN INTEGRATIVE REVIEW. TEXTO & CONTEXTO ENFERMAGEM 2020. [DOI: 10.1590/1980-265x-tce-2018-0426] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
ABSTRACT Objective: to know the issues in evidence in rural nursing. Method: a six-stage integrative review. Data was collected from May to July 2017, in the SciELO, CUIDEN, PubMed, and ScienceDirect databases, with “Rural nursing” as descriptor. The analysis used was qualitative with the construction of subsets and topics. Results: of the 30 articles analyzed, 32% addressed professional training; 25% collective health-related practices; 12% hospital care; 10% job satisfaction; 7% were dedicated to telehealth and 3% of the studies addressed the following topics: nurses' recruitment and permanence in rural areas, continuing education, and professional practice in urgency and emergency regulation centers. Conclusion: working in rural areas demands that nurses face particularities such as isolation, difficulty of access, diverse socioeconomic conditions and specific epidemiological profiles, which influence the professional practice, making it a challenge.
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Kosteniuk J, Stewart NJ, Wilson EC, Penz KL, Martin-Misener R, Morgan DG, Karunanayake C, MacLeod MLP. Communication tools and sources of education and information: a national survey of rural and remote nurses. J Med Libr Assoc 2019; 107:538-554. [PMID: 31607811 PMCID: PMC6774559 DOI: 10.5195/jmla.2019.632] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2018] [Accepted: 06/01/2019] [Indexed: 01/10/2023] Open
Abstract
Objective This study examined accessibility of communication tools in the workplace, use of education to update nursing knowledge, and use of information to make specific decisions in practice among registered nurses (RNs) and licensed practical nurses (LPNs) in rural and remote communities in Canada. Methods Data were analyzed from the cross-sectional survey, “Nursing Practice in Rural and Remote Canada II,” of regulated nurses practicing in all provinces and territories of Canada. Data were collected from April 2014 to August 2015. Results The survey was completed by 3,822 of 9,622 nurses (40% response), and the present analysis was conducted with a subsample of 2,827 nurses. High-speed Internet was the most accessible communication tool, and nurses used “online/electronic education” more often than “in-person education” to update their nursing knowledge. Internet searches were used more often than several other online/electronic sources to inform decision making. Compared to LPNs, RNs reported greater workplace access to most communication tools and greater use of online/electronic education as well as information sources in online/electronic and print formats. Compared to nurses in community-based health care and hospital settings, nurses in long-term care settings reported lower access to most communication tools, lower use of online/electronic and in-person education, and lower use of online/electronic information. Conclusions Access to continuing education and up-to-date information is important for effective patient care. This study points to a need for further research on the continuing education and information needs of rural and remote RNs and LPNs, and on their capacity to incorporate and apply new knowledge in practice.
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Affiliation(s)
- Julie Kosteniuk
- Professional Research Associate, Canadian Centre for Health and Safety in Agriculture, College of Medicine, University of Saskatchewan, Saskatoon, SK, Canada,
| | - Norma J Stewart
- Professor Emerita, College of Nursing, University of Saskatchewan, Saskatoon, SK, Canada,
| | - Erin C Wilson
- Assistant Professor, School of Nursing, University of Northern British Columbia, Prince George, BC, Canada,
| | - Kelly L Penz
- Assistant Professor, College of Nursing, University of Saskatchewan, Regina Campus, Regina, SK, Canada,
| | | | - Debra G Morgan
- Professor, Canadian Centre for Health and Safety in Agriculture, College of Medicine, University of Saskatchewan, Saskatoon, SK, Canada,
| | - Chandima Karunanayake
- Professional Research Associate, Canadian Centre for Health and Safety in Agriculture, College of Medicine, University of Saskatchewan, Saskatoon, SK, Canada,
| | - Martha L P MacLeod
- Professor and Northern Health - UNBC Knowledge Mobilization Research Chair, School of Nursing, University of Northern British Columbia, Prince George, BC, Canada,
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Lima ÂRA, Buss E, Ruiz MDCS, González JS, Heck RM. Possibilidades de formação em enfermagem rural: revisão integrativa. ACTA PAUL ENFERM 2019. [DOI: 10.1590/1982-0194201900016] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022] Open
Abstract
Resumo Objetivo: Conhecer o processo de formação em enfermagem rural internacional e as repercussões na formação e prática no Brasil. Métodos: Revisão integrativa composta por seis etapas. Os dados foram coletados no mês de março de 2018, nas bases PubMed, Direct Science, com o descritor “Rural nursing” e a palavra-chave “formation”, com a combinação dos operadores booleanos “AND” e “OR”. Foram elegíveis artigos dos últimos 10 anos, originais, nos idiomas: português, espanhol e inglês, coadunando aos critérios de inclusão e exclusão. Realizou-se análise qualitativa com a construção de subconjuntos e tópicos. Resultados: Totalizou-se 13 artigos abordando: graduação em enfermagem, cursos de graduação à distância; estágios curriculares em serviços de saúde rural e atividade simulada com casos de famílias rurais. Pós-graduação: estágio de pós-graduando em unidade de saúde rural, curso de prática de enfermagem avançada com ênfase no contexto rural e a necessidade de atividade de educação permanente em enfermagem rural. Conclusão: Os estudos analisados evidenciam que as estratégias de qualificação dos profissionais de saúde rural podem ser realizadas de diferentes formas, com a utilização de várias metodologias e tecnologias associadas, conforme a necessidade e disponibilidade dos profissionais, apresentando-se como um leque de possibilidades a serem discutidas e desenvolvidas pela enfermagem, para a qualificação e consolidação da prática da enfermagem rural no Brasil.
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Myers LH, Jeffery AD, Nimmagadda H, Werthman JA, Jordan K. Building a Community of Scholars: One Cohort's Experience in an Online and Distance Education Doctor of Philosophy Program. J Nurs Educ 2015; 54:650-4. [PMID: 26517078 DOI: 10.3928/01484834-20151016-07] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2015] [Accepted: 07/08/2015] [Indexed: 11/20/2022]
Abstract
BACKGROUND Online and distance education is becoming increasingly common in higher education. As students explore graduate programs, they are often overwhelmed with the variety of program delivery options available. For graduate students pursuing a Doctor of Philosophy (PhD), a particular concern relates to building a community of scholars and how to do so through an online and distance learning program. METHOD Through a review of literature and personal stories, this article will highlight innovative strategies utilized by a cohort of PhD students related to online and distance learning and developing a community of scholars. RESULTS PhD students developed a community of scholars using innovative strategies to communicate and collaborate. CONCLUSION Building a community of scholars is possible through online and distance education using simple forms of technology to connect and collaborate.
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