Supporting Web-Based Teaching and Learning of Virtual Care Skills and Competencies: Development of an...

Professionals across caring disciplines have played a significant role in the development of virtual care, which uses remote technologies to offer support and services from a distance. As virtual care becomes increasingly essential, instructors must ensure that students are equipped with both interpersonal abilities and digital competencies, merging traditional hands-on methods with web-based learning. Despite its growing importance, there is a lack of comprehensive frameworks to guide the design and delivery of web-based learning experiences that foster the development of virtual caring skills and competencies among students in caring professions.

This study aims to develop an evidence-informed framework to support web-based teaching and learning of virtual caring skills and competencies.

We present a synthesis of our research resulting in an evidence-informed framework. We integrated findings from an evidence synthesis, surveys, and semistructured interviews with students and educators, and consultations with key stakeholders.

Principles of this framework include (1) connection and interaction; (2) compassion, empathy, and care; (3) vulnerability; (4) a client-centered focus; (5) inclusivity and accessibility; and (6) flexibility. The framework's four main domains are (1) virtual caring skills; (2) teaching and learning methods; (3) barriers to teaching, learning, and providing virtual care; and (4) facilitators of teaching, learning, and providing virtual care.

This framework was developed by and for students and educators to aid in planning, promoting, and enhancing virtual caring skills development. It can be used to better equip students to provide virtual care, thereby positively impacting client care and outcomes. This framework can support educators, students, decision makers, and practice partners to build learning experiences aimed at preparing students to provide virtual care effectively.