Recommendations
Conclusion
Acknowledgements
The use of telemonitoring led to an increase in patients ' knowledge of their condition( Boyne et al., 2014; de Oliveira et al., 2017; Fairbrother et al., 2014; Jaana et al., 2019). Most of the findings report that the use of telemonitoring increased patients ' self-care skills( Boyne et al., 2014; de Oliveira et al., 2017; Evangelista et al., 2015; Jaana et al., 2019; Riley et al., 2013). However, from these findings, some aspects of patients’ self-care skills are not influenced by telemonitoring. Interestingly, Fairbrother et al( 2014) find that patients in this study, are unable to develop their self-care skills while using telemonitoring. The overall methodological quality of the literature is good, which enhanced the ability to use the research findings to inform the development of the chosen recommendation.
Recommendations
From the literature review, the most encountered issue identified from the findings is that telemonitoring demonstrated limited impact upon HF patients’ development of selfcare skills, indicating this as a significant aspect for further development. From the literature review, Fairbrother et al( 2014) and Jaana et al( 2019) suggest that there is a need for HF patients using telemonitoring to be educated on self-care for them to develop more selfcare skills. Delaney et al( 2013) reported that when HF patients use telemonitoring and are educated on self-care, it leads to an increase in their knowledge of self-care. This results in patients developing more self-care skills, and it leads to better health outcomes( Hart & Nutt, 2020). Suggesting that education is key for the effective use of telemonitoring. Therefore, an educational package is recommended to HF patients using telemonitoring that is focused on self-care.
The mediums considered are an app, website, narrated PowerPoint, podcast, and e-learning. An app is chosen as the most appropriate delivery format for the following reasons. HF patients can access the content of the app anytime and in any location, they want, thereby, enabling HF patients to be in control of their learning( Win, Hassan, Bonney & Iverson, 2015). The app will promote audio-visual learning for HF patients. When audio-visual learning is initiated for use in a learning resource, it activates the visual and auditory senses of learners( Rasul et al., 2011). When this occurs, it facilitates the interest and engagement of the learners, and as a result, leads to learners learning more, understanding better and retaining the content of the learning resource( Goad, Huntley-Dale & Whichello, 2018). The affordances of such an app indicate that the value for further research and development, of which this research is just the beginning.
Conclusion
From the findings, it is identified that HF patients did find the telemonitoring technology easy to use, resulting in an increase in their knowledge of their condition. Most of the findings report that HF patients can develop their self-care skills but not effectively. Only one of the findings report that HF patients are unable to develop their self-care skills while using telemonitoring. The findings from the literature review led to the recommendation of an app to address the gaps and issues identified. This app will educate HF patients using telemonitoring on how they can develop more self-care skills, resulting in improved health outcomes for almost a million UK residents.
In the event of writing this article, the Covid- 19 pandemic evolved, which subsequently influenced the use of telehealth worldwide. Consequently, future research might demonstrate greater acceptance and application of these technologies in this patient group. Additionally, further research is needed in understanding the perception of nurses on telehealth use by HF patients as there is limited research on this topic area, and this may enhance the positive outcomes even further.
Acknowledgements
I want to give all the glory to God for His abundant grace that He gave me while writing this article. I wish to express my most profound gratitude to my project supervisor, Karen Adams( Lecturer, Adult nursing), for her unparalleled and unwavering support during the cause of writing this project. I am deeply indebted to my parents, siblings and friends for their exceptional and matchless support and encouragement given to me while writing my project.
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