Initiation
First of all, it is important to review the existing literature on the topic of video-conferencing and collect evidence regarding the efficiency of this method. As a means of healthcare assistance, video-conferencing appeared in the 1960s (Pirkey, Levey, Newberry, Guthman, & Hansen, 2012). The benefits of this approach are constantly discussed on different levels and are considered to improve surgical practice. It is important to investigate the ultimate advantages of video-conferencing and draw conclusions dwelling on the appropriateness of this technology within a healthcare setting (Pirkey et al., 2012). In addition, this project will help the surgeons connect and conduct follow-up sessions to discuss their experience and share critical information regarding the patients and surgical practice. On a bigger scale, the researcher believes that video-conferencing is an effective healthcare asset and expects to test this hypothesis within the framework of the current research project.
Planning
The project should not take more than 2 hours daily. The researcher expects to involve a sample of 20 individuals (ten surgeons and ten patients). This should be done in order to accurately assess the outcomes of surgery and the overall experience of both medical workers and their patients (Treter, Perrier, Sosa, & Roman, 2013). The researcher is keen on identifying if there is a dependency between the use of video-conferencing and patient satisfaction. The planning phase should involve several training events for the surgeons and discussions with the patients so as to explain the purpose of the study and develop the final project schedule (Treter et al., 2013). During this stage of the project, the researcher will be interested in collecting preliminary feedback from the partakers. It may include their opinions concerning the video-conferencing technology and their expectations.
Execution
The researcher will execute the project during the workday so as to involve as many personnel as to possible. The surgeons will spend 80 to 120 minutes of their time sharing the information regarding their surgical practice and receive critical data connected to their practice (Kemppainen, Kim-Godwin, Mechling, Kanematsu, & Kikuchi, 2012). The project will be executed in a facility with a low level of noise and no visitors. The experiment can be labeled time- and resource-consuming. Therefore, the available resources should be managed efficiently, and all the video-conference sessions should be executed in a calm but speedy manner (Kemppainen et al., 2012).
Control
The researcher is interested in controlling a number of critical variables. The first variable is the number of surgeons located in the facility at the moment of the experiment (Hofflander, Nilsson, Eriksén, & Borg, 2013). The surgeons will be divided into groups of three and four and asked to collaborate when discussing the presented information and other data obtained throughout the experiment. The researcher will carefully control the environment and minimize the possibility of conflicts or any other critical situations that may influence the outcomes of the study (Hofflander et al., 2013). After the end of the finalization of the project, the partakers will be asked to provide their feedback and describe their inclusive experience.
Closure
At the end of the experiment, the researcher will collect qualitative data regarding the outcomes of the research (Gambadauro & Torrejón, 2012). The surgeons will provide their feedback related to the efficiency of video-conferencing and the overall quality of the picture, sound, and connection. They will be allowed to dwell on the possible advantages and disadvantages of this technology and its implications for the surgical practice (Chipps, Brysiewicz, & Mars, 2012). The surgeons will also provide feedback regarding their subsequent interactions with patients. The latter will be asked to rate the quality of surgery and evaluate the overall quality of healthcare (Gambadauro & Torrejón, 2012). The researcher is also keen on exploring the patients’ attitudes toward the use of technology in healthcare and their opinion concerning its future development and application. The results of the experiment will be coded and carefully translated into relevant conclusions (Chipps et al., 2012). The use of video-conferencing in surgical instruments training will be expansively characterized on the basis of the obtained qualitative data. Within the framework of the current research project, the investigator also expects that the research question will be answered and the pre-set hypothesis will be successfully tested.
Conclusion
The current research revolves around the key benefits of video-conferencing and its application within a healthcare setting. The outcomes of this study will be presented in the form of qualitative data sets. The researcher will thoroughly analyze the obtained data and categorize the findings in order to point out the prevalent opinions concerning the use of such instructional technology services as video-conferencing (Gambadauro & Torrejón, 2012). The interviews will also be processed with the intention of evaluating the patients’ attitudes toward the quality of care. The ultimate conclusions will be made on the basis of the findings of the study and their alignment with the hypothesis of the study that video-conferencing positively impacts the eminence of surgery (Gambadauro & Torrejón, 2012). The researcher expects to collect accurate data and expand the literature on the topic of instructional technology services in healthcare.
References
Chipps, J., Brysiewicz, P., & Mars, M. (2012). A systematic review of the effectiveness of videoconference-based tele-education for medical and nursing education. Worldviews on Evidence-Based Nursing, 9(2), 78-87.
Gambadauro, P., & Torrejón, R. (2012). The “tele” factor in surgery today and tomorrow: implications for surgical training and education. Surgery Today, 43(2), 115-122.
Hofflander, M., Nilsson, L., Eriksén, S., & Borg, C. (2013). Discharge planning: Narrated by nursing staff in primary healthcare and their concerns about using video conferencing in the planning session – An interview study. Journal of Nursing Education and Practice, 3(1), 4-31.
Kemppainen, J. K., Kim-Godwin, Y. S., Mechling, B., Kanematsu, Y., & Kikuchi, K. (2012). Promoting cultural awareness in nursing education through international videoconferences. International Journal of Nursing Practice, 18(3), 56-61.
Pirkey, J. M., Levey, J. A., Newberry, S. M., Guthman, P. L., & Hansen, J. M. (2012). Videoconferencing expands nursing students’ cultural realm. Journal of Nursing Education, 51(10), 586-590.
Treter, S., Perrier, N., Sosa, J. A., & Roman, S. (2013). Telementoring: A multi-institutional experience with the introduction of a novel surgical approach for adrenalectomy. Annals of Surgical Oncology, 20(8), 2754-2758.