ANIA 2024 Annual Conference

P021 - Clinical Decision Support Governance: An Interruptive and Passive Alert Improvement Project

Charla B. Johnson, DNP, RN, NI-BC, ONC, ANAON, Director of Nursing Informatics, Franciscan Missionaries of Our Lady Health System | Sheralyn Long, MHI, BSN, RN, NI-BC, Application System Analyst 4, Franciscan Missionaries of Our Lady Health System

Tags: governance clinical decision support alert fatigue

Updated: 05/06/24

The integration of clinical decision support (CDS) is a best practice for the increased adoption of the electronic medical record (EMR). However, the interruptive nature of the alert requires clinicians to address the “pop-up” and act or acknowledge the alert during clinical workflows. Using the Institute of Healthcare Improvement (IHI) model for rapid-cycle testing, the primary objective was to reduce the burden of interruptive alerts for all clinicians across a multi-state health system. The second objective was to create a framework using the five rights of clinical decision support (CDS) to provide governance with future alert requests. In June 2022, at the beginning of the project, the total number of alerts exceeded 13 million for the month. Using a “top 20” approach to interruptive and passive alerts firing with any action, the information systems quality informatics (ISQI) team reviewed, revised, and optimized alerts with less than 15% action taken incorporating the five rights of CDS.

During this time, over 734 alerts were operational in production. Alert requests from operations typically are initiated following a root cause analysis or from a quality, or regulatory item impacted by documentation compliance. By focusing on alerts firing with actionable responses to the right provider care type, at the right time in the clinical workflow, the ISQI group began to show incremental improvement with goal achievement. By June 2023, the total alert reduction went to 9 million per month. From June 2022 to June 2023, the actions taken on interruptive alerts increased from 5.3% to 18.4% exceeding the target goal and in the top 25th percentile in the vendor electronic medical record (EMR) community. By January 2023, Franciscan Missionaries of Our Lady Health System achieved 32.7% action taken on passive alerts from 8.2% performing in the top 5th percentile and the number one customer in the vendor EMR community. In addition, the number of interruptive alerting decreased from 1,030,448 alerts firing per month in inpatient setting to 366,792 (64%) and 6,281,528 passive alerts firing to 3,447,635 (45%) for all providers of care including nursing. For nursing, comparing the month of June 2022 to June 2023, the number of interruptive alerting in inpatient setting decreased from 426,678 alerts firing to 84,584 (80%) with the expected increase in passive alerts firing from 935,405 to 984,363 (5%) allowing the nurse to address the alert during the appropriate clinical workflow. Using passive alerting, attention was targeted to improve patient care planning for delirium prevention and pain with action taken over 30% of the time. Because metrics change monthly based on alerts added with or without optimization, CDS governance is key and should include analyst, provider types, and nursing informaticist from inpatient and ambulatory care applications. The learner will be able to identify strategies and processes to establish or enhance a governance structure to impact alert effectiveness and reduce noise.

Learning Objective:

After completing this learning activity, the participant will be able to assess innovations being used by other professionals in the specialty and evaluate the potential of implementing the improvements into practice.

P020 - Using AI to Support Nursing Student Success

Ingrid Hilghman, DNP, RN, NI-BC, CPST, Assistant Professor, Thomas Jefferson University, College of Nursing

Tags: nursing education Artificial Intelligence academic success chat bot student learning

Updated: 05/06/24

In the rapidly evolving healthcare landscape, the integration of artificial intelligence (AI) has emerged as a transformative force, offering novel opportunities to enhance nursing education. This poster describes a grant- funded project that pioneers the application of AI technologies to elevate student learning and success in nursing education. The overarching goal of this project is to create an academic success center with hardwired infrastructure for sustainability to support students attending our nursing school. To understand how AI can support student learning, the project was divided into four phases as described below. Throughout the project, the academic team focused on fostering a dynamic and engaging learning environment that prepares the next generation of nurses for the challenges of modern health care.

During the first phase, the team sought to identify relevant metrics to undergraduate, prelicensure student success as informed by data generated from academic support visits requested by students, student attrition rates, and graduation rates per prelicensure program cohort. Additional variables potentially impacting student success through a literature search. Phase two expanded the original work to conduct qualitative research to better understand students’ definitions of success. In phase three, the project established a conversational AI chatbot. Finally, in the fourth phase, a scoping review allows for continued exploration of AI and digital technologies to support student academic success. As these four phases are illustrated in the poster, the development of the chatbot using bi-directional exchange of text-based messages with the students is described.

The team discussed how to support students using a technology they are familiar with and provide resources throughout their academic journey. The chatbot welcomes students, makes announcements, interacts by asking questions, and provides valuable feedback that in turn informs and builds the chatbot’s own capacity to respond. In addition, the team worked with a graphic designer to strategically design the chatbot’s image and personality to be human-like without being distinctly masculine, feminine, American, etc., allowing for personal interpretation and opening the door for empathy and connection. Students can construct their own perception of the bot and ask about their own academic needs, making them critical in the construction of a personalized AI assistant. Through these processes, the college can instantly connect with students in an individualized, equitable, and inclusive way. Addressing these areas acknowledges the Future of Nursing 2020-2030: Charting a Path to Achieve Health which emphasizes the need to address inequities in health care. Importantly, the chatbot is not meant to replace humans but instead empowers students to connect to any resources within the college, including humans, on their own terms. As the project progresses, the team has recognized that the value of the questions raised by students may even outweigh the answers provided. In conclusion, this project represents not only an emerging trend, it is a paradigm shift, propelling nursing education into an era where innovation, adaptability, and student success are at the forefront.

Learning Objective:

After completing this learning activity, the participant will be able to assess innovations being used by other professionals in the specialty and evaluate the potential of implementing the improvements into practice.

P019 - Assessing Patient Portal Utilization After Implementation of Portal Enrollment on Hospital Admission

Minnie Raju, DNPc, MS, RN

Tags: patient engagement patient satisfaction portal enrollment portal utilization

Updated: 05/06/24

Purpose: The purpose of this quality improvement (QI) initiative was to implement patient portal enrollment during hospital admission to increase portal enrollment and utilization of patient notes, results, and educational material, as well as improve patient satisfaction and engagement. The research hospital invites patients to enroll in the FollowMyHealth© (FMH) patient portal only after discharge. The learning outcome is recognizing the concepts and value of portal utilization and engagement during hospitalization by ensuring portal access by providing bedside training and support.

Description: A challenge for patients during hospitalization at a research hospital is a lack of direct access to notes, laboratory results, and educational materials. Patients are often not enrolled in their patient portal, which provides key health information related to their care during hospitalization through their computer or smartphone. A recent patient portal survey provided feedback indicating difficulty accessing the portal after discharge, confusion with enrolling, and trouble navigating. Ensuing bedside training, inpatients favorably responded to accessing clinical information and were eager to use technology to engage in their care in real-time.

Evaluation/outcome: A portal enrollment process was implemented on a medical-surgical unit at admission, and bedside support and training were provided for patients who do not have a patient portal account. The initiative was implemented over 15 weeks in the fall of 2023, from September to December. The portal enrollment data varied by week, depending on the number of admissions to the unit who were not enrolled in the portal and were eligible to enroll. A patient portal satisfaction survey was given to patients before discharge to assess the success of patient portal enrollment on admission and satisfaction with portal utilization during hospitalization. Over the fourteen-week project, 95% of eligible patients (n=38) have enrolled in the patient portal. Of the two patients who did not enroll, one indicated that lack of technology access, specifically no internet access, was the premise of the decision. In contrast, the other patient was not interested. Thirteen patients were ineligible and could not be offered enrollment due to issues related to isolation status, quick discharges, and language barrier issues. 32 patients accessed the portal during hospitalization, and 23 accessed specific information. Findings suggest that providing bedside portal education and assistance during admission effectively increases portal enrollment and accessibility to healthcare information.

Learning Objective:

After completing this learning activity, the participant will be able to assess innovations being used by other professionals in the specialty and evaluate the potential of implementing the improvements into practice.

P018 - Using Information and Communication Technology to Foster a Sense of Community and Tri-Directional Learning within a College of Nursing

Jen'nea Sumo, PhD, RN, CNL | Lynette Washington, MATD

Tags: nursing education sense of belonging information and communication technology

Updated: 05/06/24

Purpose: This presentation describes how information and communication technology can be used for tri-directional learning experiences where students, staff, and faculty can learn from one another and cultivate a sense of community.

Description: Within nursing education, campus climate includes the interaction among college of nursing (CON) members (i.e., students, staff, and faculty), the processes within the college, and the college’s culture. Fostering learning environments where everyone (both in-person and remote) are valued and respected can support a sense of belonging, which is an important contributor to student, staff, and faculty success and retention. Additionally, cultivating an adaptive tri-directional learning environment where all CON members have an opportunity to lead learning and engagement activities may help to support a sense of community. One effort to encourage belonging and foster tri-directional learning involves the implementation of an online information and communication platform referred to as the “DEI community.” This virtual community provides a designated space where CON members have access to diversity, equity, and inclusion (DEI) learning opportunities such as discussion boards, resources, events, and online trainings. The DEI community was developed and guided by Kotter’s model of change. The eight-step quality improvement process allows for real-time responses and adjustments within the change model. Important for cultivating a sense of community were steps to build a guiding team, develop a vision, communicate to all CON members, and promote the educational practice of tri-directional learning.

Evaluation/outcome: The implementation of the DEI community has afforded us the opportunity to help promote the college’s DEI strategic plan which includes advancing health equity, building a world class culture, and supporting the dissemination of practice-based scholarship. Additionally, we have gained important insight regarding the enactment of tri-directional learning experiences within information and communication technology. Furthermore, we now have a deepened understanding of the data capturing capabilities of the DEI community and the benefits and challenges of engaging within the platform. As we continue implementing our engagement plan for the DEI community, we are able to evaluate usage and engagement within the platform and consider what additional roles nursing informatics may play in supporting the campus climate within our college. Future considerations regarding the use of learning analytics to impact campus climate through students, staff, and faculty engagement are presented.

Learning Objective:

After completing this learning activity, the participant will be able to assess innovations being used by other professionals in the specialty and evaluate the potential of implementing the improvements into practice.

P017 - One-Stop Shop: Reducing the Burden Of Documenting Titratable Medications

Brittany Backstrom, MSN, MBA, RN-BC, CEN, CPHQ

Tags: quality improvement titratable medications titrations

Updated: 05/06/24

Purpose: Studies show that nurses spend more time charting than in their patient rooms. Within the critical care setting, a nurse's role is divided between providing care to their patients and documenting the care they provide. Simultaneously documentation and action can not only be cumbersome but, at times, impossible.

Description: Recognition of increased documentation workload led to a review of best practices related to documentation of titratable medications. To increase workflow efficiency and decrease time away from the bedside, five tools were developed within the electronic medication administration record (eMAR). Utilizing a multiphase approach, the interventions streamlined the complex documentation requirements associated with titratable medications. Per hospital policy, titratable medication documentation requires patient assessment, all medication doses, incremental titration doses (increase or decrease), and the patient's response to the intervention with each dose and/or incremental dose titration.

The process began with the sidebar feature which allowed the nurse to simultaneously view all medication actions while inputting the physiological parameter. Next, the physiological parameter flowsheet rows were embedded into the eMAR during medication scanning which allowed the nurse to document the titration and assessment at one time. Taking into account critical situations, a multidisciplinary team created a process for emergency titration. Emergency titration accounts for patients who are rapidly decompensating and require rapid titration via multiple verbal orders with a physician at the bedside. Block charting was created to alleviate the burden of documentation during rapid titration episodes. The policy permits the nurse to summarize charting in “blocks” of no longer than four hours. During the block charting episode, the nurse is required to document block initiation and completion times, starting and ending doses/rates, maximum dose achieved, volume infused, and assessment of the physiological parameters at the start and end of the episode. Utilizing block charting refocuses the nurse from documenting every change on the eMAR to providing care during that critical time period. Lastly, the team developed the eMAR actions med order update and emergency titration. These actions allow the nurse to accurately reflect and differentiate documentation of urgent and emergent bedside titration actions.

Evaluation/outcomes: Errors with these medications can lead to severe consequences for the patient's condition. Due to the complexity of these medications and events, the ease of documentation is a necessity. A review of the titratable drip medications documentation reflected 100% usage of one of the eMAR interventions by the nursing staff. Subsequently, numerous favorable reviews have been noted from nursing staff since the documentation adjuncts have been put into place. Utilization of these tools, can reduce the strains of critical event documentation and ensure nurses are providing safe care to their patients.

Learning Objective:

After completing this learning activity, the participant will be able to assess innovations being used by other professionals in the specialty and evaluate the potential of implementing the improvements into practice.

P016 - Evaluating the Impact of Social Media on Continuing Education and Professional Development in Nursing Informatics

Amaka Auer, BS, BSN | Kathryn Abaya, BSN, RN, NI-BC

Tags: social media ania nursing informatics Professional Development continuing education engagement metrics

Updated: 05/10/24

Updated: 05/06/24

Background: Integrating social media (SoMe) in nursing informatics has revolutionized information dissemination strategies. Professional organizations, notably the American Nursing Informatics Association (ANIA), leverage SoMe platforms like LinkedIn, Twitter, Slack, YouTube, Facebook, and Instagram for member engagement and information sharing. This project examines the impact of these platforms on continuing education and professional development within the field.

Objective: This evaluation aims to evaluate the effectiveness of ANIA's SoMe strategy in enhancing professional development and continuing education, compared to traditional methods.

Literature review: Current literature states that social media has become an increasingly valuable tool for professional development across various fields, including health care, education, and business. Other highlights include enhanced networking and collaboration, access to the latest information and trends, multiple offerings to include webinars, online courses, and workshops, and personal branding and visibility.

Methods: This review analyzed engagement metrics from LinkedIn, Twitter (now X), YouTube, Facebook, and Instagram. Engagement metrics included content reactions, comments, reposts, visitor and follower counts, and likes. A sample of fourteen professional development posts was analyzed across three platforms (LinkedIn, Facebook, and Instagram) to assess engagement rates.

Results: Between January 1, 2023, and November 30, 2023, the project found high engagement rates across all platforms: 6.45% for LinkedIn, 5.42% for Facebook, 5.19% for Instagram, and 4.74% for X. However, when professional development postings were randomly selected, results demonstrated Instagram ranked #1 at 7.6%, followed by LinkedIn (6.05%) and Facebook at 3.30%.

Discussion: The results indicate that Instagram and LinkedIn are the most effective platforms for ANIA's SoMe strategy. However, platforms like X, Slack, and YouTube showed lower engagement, suggesting that ANIA followers are less engaged on these platforms. While this may be the case, social media best practices suggest that maintaining a presence on these platforms is essential from a branding perspective.

Limitations: The study acknowledges the limited scope of engagement metrics and the potential bias in selecting the fourteen professional development posts.

Future directions: Upcoming reviews will target specific postings to improve resumes and interview techniques. We also recommend conducting an online survey for member feedback and utilizing national conference forums to refine SoMe strategies. Policy, training, and security issues related to SoMe use in nursing informatics.

Conclusion: This review underscores the significant role SoMe in advancing professional development and continuing education in nursing informatics. It provides insights for optimizing SoMe strategies to enhance engagement and learning outcomes in this field.

Learning Objective:

After completing this learning activity, the participant will be able to assess innovations being used by other professionals in the specialty and evaluate the potential of implementing the improvements into practice.

P015 - Nursing “Power Rangers” 2.0 – The Synergistic Effect of Telehealth Oncology Nursing Roles

Wendy Bacerra, JD, MSN, RN | Alexis Cabaero, BSN, RN | Cristine Joligon, MSN, RN, OCN, BMTCN, NI-BC

Tags: nursing nursing informatics telehealth oncology nursing synergy

Updated: 05/06/24

Telehealth (TH) is impacting society at a micro and macro level. Oncology care via TH has shown to increase engagement for older adults, underrepresented minorities, and patients with lower socioeconomic status, and low health literacy. This healthcare transformation thrives because of diverse TH oncology roles. These roles include support line nurses, nurse writers, nurse navigators, nurse informaticists, and nursing leadership. Just like the Power Rangers, whose superhuman abilities and team efforts were used to benefit the greater good, the “super telehealth nurses” discussed here work together by bridging cancer knowledge gaps. These roles exist within an innovative company that delivers the knowledge of expert oncology nurses and National Cancer Institute (NCI)-designated comprehensive cancer centers (CCCs) through second opinion oncology physician consults.

The first courageous Power Ranger is the cancer telephonic support nurse, who focuses on the educational and emotional needs of members and their family, providing evidence-based oncology resources about topics like cancer diagnosis or treatment. Next, the oncology nurse writer facilitates an expert second-opinion provider review by reviewing relevant medical records and curating a clinical summary. It is presented to oncologists at an NCI-designated CCC, who then provides their second opinion regarding their treatment recommendations. The onsite nurse navigator coordinates a comprehensive in-person evaluation with an expert(s) at an NCI-designated CCC. Empowering the member to make the best decisions regarding treatment and supportive services, the nurse navigator meets the member virtually to assess health history and recommend strategies on how to maximize their second opinion visit with the support of an oncologist.

The nurse informaticist’s (NI) powers lie in the domain of translation and visualization. As suggested in a case study, an NI’s role can be "operationalized to support the translation of evidenced-based digital and technological solutions to clinical practice," as evidenced by the NI using their ability to connect the dots between data and workflows, collaborating with business intelligence (BI), information technology (IT), and clinical operations users. NIs ensure the quality of the company’s data and metrics and optimize the electronic documentation system. NIs increase efficiency by mapping providers with corresponding specialty code, so cases are routed to the appropriate specialty physicians. The quantitative feedback the NI provides substantiates the services provided by the other power rangers on the team.

The NI is overseen by the last Power Ranger on the team – the nurse manager, whose leadership role supports the remote workforce and designs, tests, implements, and optimizes informatics systems.
The synergism of these telehealth oncology roles produces outcomes underlying TH nurses’ missions, “show[ing] improved patient knowledge of how to manage side effects and improved patient satisfaction.” At a macro level, organizations that utilize these roles promote TH and the nursing informaticist mission to improve population health. Sparking the conversation around these evolving roles, this discussion highlights the need for more evidenced-based studies and data to demonstrate the value of telehealth oncology nurse roles to effect positive health outcomes while inspiring and growing the next generation of Nursing Power Rangers 3.0.

Learning Objective:

After completing this learning activity, the participant will be able to assess innovations being used by other professionals in the specialty and evaluate the potential of implementing the improvements into practice.

P014 - Walking the Magnificent Mile: Achieving Innovative Education Options for the Southeast ANIA Chapters

Mark Bassett, MAS, BSN, RN, Lead Software Designer, MEDITECH | Patti Bath, MBA, MSN, RN-BC | Pamela Rayan, MSN, RN, NI-BC

Tags: educators educational webinars distance learning educational committees educational support

Updated: 05/06/24

Webinars are fundamental tools of ANIA chapters that encourage recruitment, provide valuable learning opportunities, and facilitate chapter engagement. However, producing high-quality webinars is a daunting and time-consuming task for chapter boards who are often small and have
limited resources.

The collaboration efforts across the Southeast Region strengthened us as ANIA chapter leaders to bring forth a solid educational team where we share the load and the benefits of delivering high-quality webinars. In this panel presentation, we will share our challenges, learning opportunities, and most importantly the keys to success that we have learned along the way to help other chapters in their journeys toward this end.

Annual ANIA conferences as well as local chapter events provided the backdrop to motivate members to achieve our goals and objectives. The leadership within the committee provided expert direction and connections that increased our success as well as improved our membership participation!

This presentation will discuss the innovative and creative efforts of SE chapter members and leaders to bring together the talents and skills of several chapters to meet the educational needs of their members. The panel will present the birth of this idea and the development of bringing the willing members together to formulate this dynamic and highly impactful team. We will discuss the challenges of achieving consistency with meetings, how to best reach the membership given the challenges faced by nursing informaticists in the face of competing priorities, and how persistent this idea has produced a powerhouse Southeast chapter educational committee.
The Southeast educational committee meets virtually on the 1st Tuesday of the month to review the previous month’s activities, the status of previous NCPD offerings, and dates for the educational webinars. The educational collaboration efforts across the chapters of the Southeast Region have strengthened us as ANIA chapter leaders to bring together as a solid educational team.

Learning objectives
• Understand the need for creating the educational committee
• Learn the benefits of forming a regional education committee
• Identify the programming and talent acquisition for educational topics
• Understand how to brand and advertise your marketing materials
• Understand the application process for the continuing education units including the course evaluation and certificates
• Identify the technical aspects of the presentation and storing of the presentations

Mark Bassett discloses that he is an employee of Meditech.

Learning Objective:

After completing this learning activity, the participant will be able to assess innovations being used by other professionals in the specialty and evaluate the potential of implementing the improvements into practice.

P013 - Explaining Machine Learning Clinical Decision Support: Influence of Nurse Numeracy and Graphical Literacy on Nurse Satisfaction with Machine Learning Clinical Decision Support Explanations

Ann Wieben, PhD, RN, NI-BC

Tags: nurses clinical decision supporty machine learning ML numeracy graphical literacy

Updated: 05/06/24

Purpose: To examine if nurse numeracy and graphical literacy influence the strength of associations between machine learning (ML) clinical decision support (CDS) explanatory information display strategies and nurse satisfaction with ML CDS explanatory information.

Background/significance: ML is emerging as a promising technology to drive improved CDS systems and provide insights to improve patient care and safety. One challenge of leveraging ML CDS in clinical practice is explaining to clinicians how complex ML algorithms produce a given output. This explainability challenge is further compounded by the variable competencies of clinicians to interpret data. Previous research has demonstrated that levels of numeracy and graphical literacy vary among nurses and this variation impacts nurse effective use of CDS. Determining whether nurse numeracy and graphical literacy impact nurse satisfaction with ML CDS explanatory information could inform design improvements and foster more successful adoption of these tools into nurse practice settings.

Methods: A cross-sectional study was conducted using a web-based factorial survey among registered nurses working in a midwestern health system. Participants were presented with one of two clinical scenarios and randomized to different ML CDS explanatory display formats (tabular vs. graphical). Participant satisfaction with the explanatory information was measured using the explanation satisfaction scale. Participant numeracy was measured via the subjective numeracy scale (SNS) and graphical literacy via the long graph literacy scale (GLS). Participant numeracy and graphical literacy were dichotomized into low and high groups so that the median value and any values higher than the median were included in the high category. Multiple linear regression models and margins analysis were employed to assess the associations between variables as well as interaction effects.

Results: The sample consisted of 223 nurses, predominantly female (88.8%), age less than 39 (70.4%), bachelor’s educated (81.6%) with an average of 10 years (ranged 0-43 years) of nursing experience. Most participants had either high numeracy (56.1%) or high graph literacy (70.9%) and almost half had both high numeracy and high graph literacy (43.9%). The results suggested that nurse numeracy significantly moderated (β = 0.430, p=0.05) the relationship between explanatory display format and nurse satisfaction with explanatory displays, with participants in the low numeracy category reporting higher satisfaction with tabular display formats. The interaction between graphical literacy and display format did not significantly impact nurse satisfaction with explanatory displays in our study.

Conclusions/implications: These findings highlight the importance of considering nurse characteristics, such as numeracy, when designing explanatory displays for ML CDS. Tailoring the presentation format to nurses' numeracy and graphical literacy levels may enhance their satisfaction of the system's output, fostering adoption. Further research is needed to explore additional factors that may influence nurse satisfaction, as well as implications for adoption and use. This study provides valuable insights into the associations between nurse characteristics and satisfaction with explanatory information for ML CDS, contributing to knowledge to inform improvements in the design of ML CDS.

Learning Objective:

After completing this learning activity, the participant will be able to assess innovations being used by other professionals in the specialty and evaluate the potential of implementing the improvements into practice.

P012 - The Effectiveness of Diabetes Education on Glycemic Control through Telehealth Interventions in Type 2 Diabetes

Anfel Crews, DNP, APRN, FNP-BC, FNP-C

Tags: telehealth diabetes management glycemic control clinical video technology CVT pair t-test retrospective study

Updated: 05/06/24

Background: Telehealth has shown significant clinical improvements in the management of diabetes. Diabetes is a chronic condition that can be well-managed and prevented in some patients. There is a growing amount of research and evidence that have supported the use of telehealth in the management of this patient population. The objective of this study is to conduct a retrospective chart review to determine the effectiveness of telehealth interventions on glycemic control in adults with type 2 diabetes using clinical video technology (CVT).

Methods: A sample of 42 records were collected from electronic health system following a 3-month pilot from March 2021 to July 2021. The patients received the standard processes of diabetes education by licensed pharmacists. Each patient received one 30-minute telehealth visit prior to their next HbA1C score within the 3-month period.

Analysis: Microsoft Excel and statistical package for the social sciences (SPSS) was used for data analysis. A paired t-test was used to compare the difference of the mean A1C before andafter the telehealth diabetic education intervention and was measured twice, which result in pairs of observations.

Results: Evidence from paired t-test found that telehealth interventions produced a small but significant improvement in HbA1c level. The average HbA1C score prior to intervention was higher before (M = 7.924, SD = 1.81) than after the CVT (M = 7.495, SD = 1.52). This improvement, 0.4, with 95 % CI, was statistically significant, t (41) = 2.46, p < 0.01. 60% (n=25) HbA1C decreased 33% (n=14) HbA1C increased 7% (n=3) remained the same. 21% (n=9) significantly had greater than 1 point increase after the intervention. Of the 33% HbA1C increased, the average increase was 0.6 point.

Conclusion: Evidence suggests that telehealth diabetes education can be an effective strategy controlling HbA1c levels. The management of type 2 diabetes can be challenging; although, diabetes education through telehealth interventions can help provide additional support in managing the condition and glycemic control. To evaluate the overall effectiveness of telehealth interventions for type 2 diabetes management, future research should also focus on the impact of telehealth in other measurable outcomes of diabetes management such as cholesterol levels, patient satisfaction, and cost-effectiveness.

Learning Objective:

After completing this learning activity, the participant will be able to assess innovations being used by other professionals in the specialty and evaluate the potential of implementing the improvements into practice.