Melanie Keep

Preparedness for eHealth: Health Sciences Students’ Knowledge, Skills, and Confidence

There is increasing recognition of the role eHealth will play in the effective and efficient delivery of healthcare. This research challenges the assumption that students enter university as digital natives, able to confidently and competently adapt their use of information and communication technology (ICT) to new contexts. This study explored health sciences students’ preparedness for working, and leading change, in eHealth-enabled environments. Using a cross-sectional study design, 420 undergraduate and postgraduate students participated in an online survey investigating their understanding of and attitude towards eHealth, frequency of online activities and software usage, confidence learning and using ICTs, and perceived learning needs. Although students reported that they regularly engaged with a wide range of online activities and software and were confident learning new ICT skills especially where they have sufficient time or support, their understanding of eHealth was uncertain or limited. Poor understanding of and difficulty translating skills learned in personal contexts to the professional context may impair graduates ability to confidently engage in the eHealth-enabled workplace. These results suggest educators need to scaffold the learning experience to ensure students build on their ICT knowledge to transfer this to their future workplaces.

Lurking towards empowerment: Explaining propensity to engage with online health support groups and its association with positive outcomes

Abstract Online health support groups (OHSGs) offer opportunities for people with various health conditions to gain support and associated physical and mental health benefits, however evidence suggests that those who choose to lurk in OHSGs may be less likely to accrue benefits (e.g. empowering outcomes) than those who actively contribute. Most research to date has focused on comparing the outcomes of OSHG engagement for lurkers and participators, yet there has been little research which has considered how the different reasons for lurking might be associated with levels of participation and empowering processes. In this investigation we used a survey to gather data from 237 participants to develop a new scale to measure factors influencing the Propensity for Online Community Contribution (POCCS), and to explore the relationship between these factors and OHSG engagement behaviour and empowering processes accrued from OHSG use. The POCCS comprised nine factors, 1) poor sense of community; 2) struggles with self-expression; 3) inhibited disclosure and privacy; 4) negative online interactions; 5) ease of access and use; 6) health preventing contribution; 7) delayed and selective contribution; 8) goals met without contribution; and 9) lack of time. Five of these factors (1, 3, 6, 7, and 8) significantly predicted OHSG contribution and positive experiences in the form of empowering processes. Findings advocate a more nuanced approach to OHSG engagement, rather than a simple lurking/engaging dichotomy, and may enhance understanding of the relationship between OHSG use and perceived benefits.

Development and Evaluation of an Online Acceptance and Commitment Therapy Program for Anxiety: Phase I Iterative Design

ABSTRACT This exploratory, nonclinical study evaluated the user experience of an online acceptance and commitment therapy program for anxiety. Forty young Australian adults aged between 18 to 25 years old completed the online program over 2 weeks. System usability and perceived helpfulness were evaluated at posttest. Self-rated levels of anxiety, depression, stress, and psychological flexibility were measured at pretest, posttest, and 2-week follow up. System usability was rated above average and significant improvements were found on all mental health measures from pretest to follow-up, except for stress. These results warrant further scrutiny in a clinical randomized controlled trial on the intervention.

An eHealth Capabilities Framework for Graduates and Health Professionals: Mixed-Methods Study

Background The demand for an eHealth-ready and adaptable workforce is placing increasing pressure on universities to deliver eHealth education. At present, eHealth education is largely focused on components of eHealth rather than considering a curriculum-wide approach. Objective This study aimed to develop a framework that could be used to guide health curriculum design based on current evidence, and stakeholder perceptions of eHealth capabilities expected of tertiary health graduates. Methods A 3-phase, mixed-methods approach incorporated the results of a literature review, focus groups, and a Delphi process to develop a framework of eHealth capability statements. Results Participants (N=39) with expertise or experience in eHealth education, practice, or policy provided feedback on the proposed framework, and following the fourth iteration of this process, consensus was achieved. The final framework consisted of 4 higher-level capability statements that describe the learning outcomes expected of university graduates across the domains of (1) digital health technologies, systems, and policies; (2) clinical practice; (3) data analysis and knowledge creation; and (4) technology implementation and codesign. Across the capability statements are 40 performance cues that provide examples of how these capabilities might be demonstrated. Conclusions The results of this study inform a cross-faculty eHealth curriculum that aligns with workforce expectations. There is a need for educational curriculum to reinforce existing eHealth capabilities, adapt existing capabilities to make them transferable to novel eHealth contexts, and introduce new learning opportunities for interactions with technologies within education and practice encounters. As such, the capability framework developed may assist in the application of eHealth by emerging and existing health care professionals. Future research needs to explore the potential for integration of findings into workforce development programs.

Follow Me: Exploring the Effect of Personality and Stranger Connections on Instagram Use

Recent research suggests that the relationship between personality and Facebook use is mediated by the need for belonging and self-presentation. It is uncertain, however, whether these relationships also hold for other social networking sites (SNSs), for example, Instagram. This image-sharing platform provides a unique opportunity for fulfilling belonging and self-presentation needs. The online survey was completed by 404 participants (80% female, age range 18-63 years, Median = 21 years). As hypothesised, personality (extraversion and agreeableness) predicted belonging behaviours (liking, commenting, and tagging others), and extraversion and neuroticism predicted self-presentation behaviours (likelihood of posting on particular days, and at specific times of day) on Instagram. Stranger connections moderated the relationship between agreeableness and commenting behaviours. Findings highlight the need to explore SNSs beyond Facebook and consider the role of audience and personality on SNS behaviours.

Interdisciplinary eHealth Practice in Cancer Care: A Review of the Literature

This review aimed to identify research that described how eHealth facilitates interdisciplinary cancer care and to understand the ways in which eHealth innovations are being used in this setting. An integrative review of eHealth interventions used for interdisciplinary care for people with cancer was conducted by systematically searching research databases in March 2015, and repeated in September 2016. Searches resulted in 8531 citations, of which 140 were retrieved and scanned in full, with twenty-six studies included in the review. Analysis of data extracted from the included articles revealed five broad themes: (i) data collection and accessibility; (ii) virtual multidisciplinary teams; (iii) communication between individuals involved in the delivery of health services; (iv) communication pathways between patients and cancer care teams; and (v) health professional-led change. Use of eHealth interventions in cancer care was widespread, particularly to support interdisciplinary care. However, research has focused on development and implementation of interventions, rather than on long-term impact. Further research is warranted to explore design, evaluation, and long-term sustainability of eHealth systems and interventions in interdisciplinary cancer care. Technology evolves quickly and researchers need to provide health professionals with timely guidance on how best to respond to new technologies in the health sector.