Document Type

Dissertation

Abstract

Ambulatory pediatric nurses frequently rely on telephone-only encounters for telehealth triage and patient education despite the availability of video-enabled technology. Literature demonstrates that the inability to visually assess patients limits clinical assessment accuracy, communication effectiveness, and nurse confidence. The purpose of this evidence-based practice project was to evaluate whether educating ambulatory pediatric nurses on the integration of video-enhanced telehealth encounters impacts intrinsic motivation and perceived competence compared with telephone-only encounters. Guided by the Iowa Model of Evidence-Based Practice and the ADKAR Change Management Model, this quantitative, quasi-experimental project was implemented in ambulatory pediatric specialty clinics within a large tertiary healthcare system. Nurses received education regarding the use of video-enhanced telehealth encounters and completed the Intrinsic Motivation Inventory (IMI) comparing telephone-only and video-enhanced modalities. Paired t-tests were conducted following confirmation of normality assumptions using the Shapiro–Wilk test. Composite intrinsic motivation scores demonstrated a non-statistically significant increase for video encounters (M = 4.86, SD = 0.86) compared with telephone encounters (M = 4.63, SD = 0.94), t(11) = 0.87, p = .405. In contrast, perceived competence scores were significantly lower for video encounters (M = 4.62, SD = 1.25) than telephone encounters (M = 5.67, SD = 0.76), t(10) = −2.57, p = .028. Findings suggest video-enhanced telehealth may improve nurse engagement, but additional training is needed to support competence and guide future ambulatory telehealth implementation. These findings inform telehealth adoption strategies in ambulatory nursing practice.

Author ORCID Identifier

0009-0007-5291-2668

Publication Date

6-15-2026

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