JMIR Publications

ABSTRACT

Background:

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

Objective:

To develop an evidence-informed framework to support online teaching and learning of virtual caring skills and competencies.

Methods:

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

Results:

Principles of this framework include: (a) connection and interaction, (b) compassion, empathy, and care, (c) vulnerability, (d) a client-centered focus, (e) inclusivity and accessibility, and (f) flexibility. The framework’s four main domains are: (a) virtual caring skills, (b) teaching and learning methods, (c) barriers to teaching, learning, and providing virtual care, and (d) facilitators of teaching learning and providing virtual care.

Conclusions:

This framework was developed by and for students and educators to aid in planning, promoting, and enhancing virtual caring skills development. It can be utilized 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.