背景:监管和专业护理协会在确保护士提供安全,主管,和道德护理,并能够适应影响社会和人口健康需求的新兴现象。远程医疗和最近的虚拟医疗是在COVID-19大流行期间获得势头的两种数字医疗模式。远程医疗是指用于提供医疗保健的电信和数字通信技术,支持医疗保健提供者和患者教育,并促进自我照顾。虚拟护理有助于通过患者与医疗保健提供者之间以及医疗保健提供者之间的任何远程通信来提供医疗保健服务。同步或异步,通过信息和通信技术。尽管护士适应提供虚拟护理,许多人也报告了挑战。
目的:本研究旨在描述有关虚拟护理的资源,数字健康,和护理信息学(即,实践指南和情况说明书)通过其监管和专业协会提供给加拿大护士。
方法:在2023年3月至7月之间进行了环境扫描。搜索了加拿大13个省和地区的护理监管机构以及相关护理和一些非护理专业协会的网站。从这些组织的网站上提取数据来绘制教育材料,培训机会,和指南提供给护士学习和适应正在进行的医疗保健系统的数字化。使用归纳内容分析方法对来自每个来源的信息进行了汇总和分析,以确定类别和主题。应用了虚拟卫生能力框架来支持分析过程。
结果:确定了七个主题:(1)有关虚拟护理的可用资源类型,(2)虚拟护理资源中使用的术语,(3)确定虚拟护理资源的货币,(4)各省之间提供虚拟护理的要求,(5)通过专业护理协会和其他相关组织提供资源,(6)虚拟护理的监管指导与能力,和(7)有关数字健康和护理信息学的资源。结果还显示,在COVID-19大流行之前,已经存在提供远程医疗的实践指导,但在大流行期间进一步扩大。在使用的术语方面,在可用资源中注意到了差异(例如,Telenursing,远程医疗,或虚拟护理),文档类型(例如,指导方针与情况说明书),以及信息共享的深度。只有2个协会提供了全面的远程护理实践指南。与数字健康和护理信息学相关的资源存在,但也注意到各省之间的差异。
结论:远程医疗和虚拟护理服务的使用正在成为加拿大医疗保健的主流。尽管不同司法管辖区存在差异,现有的用于提供远程医疗和虚拟护理的护理实践指导资源是大量的,可以作为制定一套标准化的实践要求或能力的第一步,以告知护理实践和未来护士的教育。
BACKGROUND: Regulatory and professional nursing associations have an important role in ensuring that nurses provide safe, competent, and ethical care and are capable of adapting to emerging phenomena that influence society and population health needs. Telehealth and more recently virtual care are 2 digital health modalities that have gained momentum during the COVID-19 pandemic. Telehealth refers to telecommunications and digital communication technologies used to deliver health care, support health care provider and patient education, and facilitate self-care. Virtual care facilitates the delivery of health care services via any remote communication between patients and health care providers and among health care providers, either synchronously or asynchronously, through information and communication technologies. Despite nurses\' adaptability to delivering virtual care, many have also reported challenges.
OBJECTIVE: This study aims to describe resources about virtual care, digital health, and nursing informatics (ie, practice guidelines and fact sheets) available to Canadian nurses through their regulatory and professional associations.
METHODS: An environmental scan was conducted between March and July 2023. The websites of nursing regulatory bodies across 13 Canadian provinces and territories and relevant nursing and a few nonnursing professional associations were searched. Data were extracted from the websites of these organizations to map out educational materials, training opportunities, and guidelines made available for nurses to learn and adapt to the ongoing digitalization of the health care system. Information from each source was summarized and analyzed using an inductive content analysis approach to identify categories and themes. The Virtual Health Competency Framework was applied to support the analysis process.
RESULTS: Seven themes were identified: (1) types of resources available about virtual care, (2) terminologies used in virtual care resources, (3) currency of virtual care resources identified, (4) requirements for providing virtual care between provinces, (5) resources through professional nursing associations and other relevant organizations, (6) regulatory guidance versus competency in virtual care, and (7) resources about digital health and nursing informatics. Results also revealed that practice guidance for delivering telehealth existed before the COVID-19 pandemic, but it was further expanded during the pandemic. Differences were noted across available resources with respect to terms used (eg, telenursing, telehealth, or virtual care), types of documents (eg, guideline vs fact sheet), and the depth of information shared. Only 2 associations provided comprehensive telenursing practice guidelines. Resources relative to digital health and nursing informatics exist, but variations between provinces were also noted.
CONCLUSIONS: The use of telehealth and virtual care services is becoming mainstream in Canadian health care. Despite variations across jurisdictions, the existing nursing practice guidance resources for delivering telehealth and virtual care are substantial and can serve as a beginning step for developing a standardized set of practice requirements or competencies to inform nursing practice and the education of future nurses.