SPS 2017 Program SPS 2017 Program - Page 39

11. Telemonitoring: Using Persuasive Technology to Improve Engagement John Conway, RN, MSN Ed, DNPc, and Kimberly Shea PhD, RN, CHPN University of Arizona-College of Nursing Background: Many healthcare clients struggle to maintain office visits and contiguous communication with primary care providers. This is often related to travel limitations such as extensive distances (Win, 2015), or dehabilitating comorbidi- ties that complicate leaving home (Morrissey, 2013). Tele- monitoring is emerging as a viable conduit to extend healthcare capacity by managing chronic healthcare issues while clients remain at home and utilize technology to main- tain office visits (Arizona Telemedicine Program, 2017). Alt- hough telemonitoring has been successful, concerns for effec- tive client engagement due to lack of understanding technol- ogy, client complacency, and failure to report accurate data remains of great concern (Fairbrother et. al, 2014). Method: Persuasive Technology (PT) provides rewards for accurate and effective client engagement when utilizing tele- monitoring. Virtual rewards, such as electronic thank you cards, prize points, or access to internet resources are exam- ples of the positive reinforcement inherent to PT (Venkatesh, Thong, Xu, 2012). The purpose is to validate if implementing PT improves client engagement in utilizing TM technology. 12. Helping Asthmatic Children in Rural Alabama through Building Relationships with School Districts Nathan Culmer, PhD, Karen Burgess, MD, Elizabeth Smith, CRNP The University of Alabama College of Community Health Sciences Background: Because asthma poses unique challenges to children in terms of their physical and academic involvement in school, children with this condition face additional barriers to success. Furthermore, the management of this condition places added demands on the children themselves, their par- ents, school nurses and schools in general. In order to reduce this burden, we sought to provide asthma education and training via tele-educational means to groups of school chil- dren during their school time to better equip and assist asth- matic school-age children in self-management of their condi- tion. However, the challenges of delivering this information were daunting due to significant demands on time; fit of the project to student, nurse, and school needs; and the need to generate appropriate institutional support. Methods: Our intervention consisted of four remotely deliv- ered educational modules with asthma knowledge assess- ments before, immediately after, and, when possible, approx- imately 2 months after the delivery of the education modules. Methods: Scoping reviews were conducted to yield a prelim- inary assessment of existing research associated with PT’s effect on improving client engagement in telemonitoring. Reviews included searching CIHNAL, Medline and PubMed databases. Search terminology included the words: telemoni- toring and persuasive technology. Results: We developed a strong working relationship with a local school district characterized by an over representation of rural students. Key components of the high-quality working relationship we developed included: strategic partner selec- tion, goal alignment, communication, IT infrastructure and support, adaptability, and advocacy. Results: Few studies directly examined the use of PT among telemonitoring participants. CIHNAL yielded 502 articles using telemonitoring; 28 articles using PT, and 0 articles using both terms. Similarly, Medline (OVID) yielded 1 article; PubMed: yielded 0 articles, and the Cochrane Library yielded 0 articles using the combined search terms: persuasive communication & telemedicine. Conclusions: Based on very encouraging preliminary data and enthusiasm from district leadership, we are expanding to more schools and exploring clinical interventions to further serve school age chil G&VFV"&VG266W'6W2@FR662FV6VfW266W63FRV6GbƗFW&GW&R&Vv&FrBF&ЦFR6ƖVBVvvVVBFVVF&rv'&G2FVWW 77FVF2&WfWr"&R'FFǒFWfVVB`֗VBWFB7GVFW2FFWFW&֖RFRVffV7FfVW72bRЦF7F2&Wv&G2&fr6ƖVBVvvVVBvFFVRЦF&r2fW&6֖r&'&W'2FW6RbFVRЦVF6RFVBvVB7Fג6&P'VVGVG24$5t4֖6V6%4$45$W&VW'4$42$2֖6VPw&V4$5t4W&RF76W%4$5t4֖6VRWvVǖ%4$5t4vV6vW"VF77FVvV6vW"w֖rfWVF66VGVF66VFW &6w&VCFRvVB7FגFW'FVBBvV6vW w֖rfWBvV6vW"6VGVF66VFW'2'FV7FW&&R'BbFRvV6vW"VF77FVF0FVw&FVBVF6&R77FV2FRVFvRbFV6wB2VFW"VV7G&2F7VVFFF2vVB7FУ3v