Background: Professionals in caring disciplines have been pivotal in advancing virtual care, which leverages remote technologies to deliver effective support and services from a distance. Educators in these caring professions are required to teach students the skills and competencies needed to provide high-quality and effective care and as virtual care becomes more integral, educators must equip students in these fields with both interpersonal and technological skills, bridging traditional hands-on learning with digital literacy. However, there is a gap in evidence exploring educators' perceptions and experiences of teaching caring professions students about virtual caring skills within online environments.
Objective: To better understand caring professional educators' online teaching experiences to foster student development of virtual caring skills and competencies.
Methods: We employed a sequential explanatory mixed-methods approach, that integrated a cross-sectional survey and individual interviews with educators from caring professions, to better understand caring professional educators' online teaching experiences to foster student development of virtual caring skills and competencies. The survey's primary objectives were to examine the various elements of existing e-learning opportunities, delve into educators' perspectives and encounters with these opportunities, and identify the factors that either facilitated or hindered online teaching practices to support students in developing virtual caring skills and competencies. The individual interview guides were based on survey findings and a systematic review of the evidence to gain deeper insights into educators' experiences and perspectives.
Results: A total of 82 survey and 8 interview participants were drawn from educators from Education, Medicine, Nursing, and Social Work. Various instructional methods were utilized to help students develop virtual caring skills including reflections on learning, online modules, online discussion boards, demonstrations of remote care and consultation with clients. There was a statistically significant difference between educators' level of experience teaching online and their satisfaction with online teaching and learning technologies (p < .001) and between educators' faculties (department) and their satisfaction with online teaching and learning technologies (p = .001). Participants identified barriers (time constraints, underdeveloped curriculum, decreased student engagement and limited access to virtual caring equipment and technology), facilitators (clearly defined learning objectives, technology software and support, teaching support, stakeholder engagement, and flexibility), and principles of teaching virtual caring skills in online environments (connection, interaction, compassion, empathy, care, and vulnerability).
Conclusions: Our study identifies the barriers, facilitators, and principles in teaching virtual caring skills, offering practical strategies for educators in caring professions. This study contributes to the growing body of educational research on virtual caring skills by offering educator insights and suggestions for improved teaching and learning strategies in caring professions' programs. As educational practices evolve, future research should explore how traditionally in-person educators can effectively teach virtual caring skills across diverse contexts.
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