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Sensor, Wearable, and Remote Patient Monitoring Competencies for Clinical Care and Training: Scoping Review.

Donald M Hilty1, Christina M Armstrong2, Amanda Edwards-Stewart3

  • 1Mental Health, Northern California Veterans Administration Health Care System, Department of Psychiatry & Behavioral Sciences, UC Davis, 10535 Hospital Way, Mather, CA 95655 (116/SAC) USA.

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Summary
This summary is machine-generated.

This review outlines essential clinical skills for using remote patient monitoring and wearable sensors. It proposes a competency framework to guide healthcare professionals and organizations in adopting these technologies effectively.

Keywords:
CompetenciesEducationImplementationMobile healthMonitoringSensorTrainingWearable

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Area of Science:

  • Digital Health
  • Clinical Informatics
  • Healthcare Technology Integration

Background:

  • Sensor, wearable, and remote patient monitoring (RPM) technologies are increasingly integrated with traditional care models.
  • These technologies offer potential benefits like enhanced engagement, continuity, and data-driven decision-making for patients and clinicians.
  • However, their adoption presents challenges related to user education, skill development, and organizational adaptation.

Purpose of the Study:

  • To identify clinical competencies required for quality care delivery using new health technologies.
  • To propose frameworks for implementing and evaluating these technologies within healthcare organizations.
  • To address the gap between technological advancement and workforce preparedness in digital health.

Main Methods:

  • A scoping review was conducted, searching literature across four key areas: competencies, sensors/wearables/RPM, mobile technologies, and behavioral health.
  • The search identified 2846 potential references, with 111 papers deemed directly relevant after abstract and full-text screening.
  • A framework of competencies was developed based on clinical studies and informed by clinical informatics, video, social media, and mobile health.

Main Results:

  • A proposed competency framework categorizes skills into three learner levels: novice/advanced beginner, competent/proficient, and advanced/expert.
  • Examples are provided for applying these competencies in clinical practice.
  • Suggestions are offered for curricular development, faculty training, and institutional strategies, including fostering an e-culture and addressing professionalism.

Conclusions:

  • Healthcare organizations must proactively develop and implement discrete, measurable competencies for clinicians using digital health tools.
  • Skill development and workflow integration often lag behind technological advancements, requiring deliberate strategies.
  • Ensuring quality care and successful integration of new technologies necessitates a focus on both individual competencies and organizational readiness.