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Translating caring competencies to remote working environments: a systematic review protocol.

Lorelli Nowell1, Diane Lorenzetti2,3, Michele Jacobsen4

  • 1Faculty of Nursing, University of Calgary, Calgary, Alberta, Canada lnowell@ucalgary.ca.

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|May 20, 2021
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Summary

This systematic review examines how to teach caring profession students remote care skills. It identifies online learning strategies to equip students for virtual healthcare environments.

Keywords:
education & training (see medical education & training)information technologymedical education & trainingtelemedicine

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Area of Science:

  • Healthcare Education
  • Online Learning
  • Caring Professions

Background:

  • The COVID-19 pandemic necessitated a rapid shift to remote care, impacting caring professions.
  • The transition to virtual environments presents challenges for providing essential caring cues and opportunities.
  • There is a need for established standards in teaching remote care practices to students in caring professions.

Purpose of the Study:

  • To systematically review and assess methods for integrating online learning in caring profession education.
  • To identify strategies that help students develop effective remote caring practices.
  • To guide the translation of these practices into contemporary virtual care settings.

Main Methods:

  • Systematic review of diverse quantitative, qualitative, and mixed-methods studies.
  • Inclusion of studies on innovative online education initiatives and required technology.
  • Data synthesis following PRISMA guidelines, with quality assessment using established tools.

Main Results:

  • The review synthesizes findings on effective online pedagogical approaches for remote care education.
  • Identifies key technologies and strategies that facilitate the development of virtual caring competencies.
  • Highlights the impact of online learning on student preparedness for remote healthcare delivery.

Conclusions:

  • Online learning offers viable pathways to train students in remote caring practices.
  • Educators should integrate evidence-based online strategies to enhance virtual care education.
  • This review informs future research and policy to improve caring profession education in digital environments.