Darcy Ummels

150 | Chapter 7 a hundred students from the education communication and multimedia design study participated in this research during one of their course modules, in which they had to work on a real ‐ life case in groups of four–five students. They developed paper prototypes of the user interfaces for the app for the MISS Activity in collaboration with older adults and researchers from Zuyd University of Applied Sciences and industrial designers from Maastricht University. After collaborating with ICT students and ICT experts from Maastricht University, the former students’ designs were partly used in the final design of the MISS Activity. Measuring with activity trackers in healthcare is not vastly different from what healthcare professionals are used to There are numerous measurement tools in healthcare that can be used to assess aspects of health. Several guidelines have been developed to assist healthcare professionals in choosing and using a relevant measurement tool for their purposes. 37–39 They all advise establishing ‘why’ and ‘what’ one wants to measure, what the clinometric properties of the chosen measurement tool are, and how to interpret and use the data from the measurement tool. The same conditions apply when using an activity tracker in daily clinical practice; that is, choosing and using an activity tracker does not differ from employing any other measurement tool. However, healthcare professionals require some new eHealth competencies in order to use eHealth. 40,41 Barakat et al. formulated five competency themes: ICT attitudes and skills, interpretation and analysis of eHealth data, support and guidance, communication skills and privacy and confidentiality. 40 Current healthcare professionals are not trained in all of these competencies and therefore struggle to perform these skills in their daily clinical practice. For example, patients expressed the need for more guidance from their physiotherapists to fully use the activity tracker (phase one, chapter three). The skill ‘the healthcare professional educates end ‐ users in the operation and functionality of the technology’ is required to support patients when asked. In phase three, the healthcare professionals and the research team often discussed topics related to the skills ‘effectively combine clinical knowledge with eHealth data in decision ‐ making’ and ‘translate the data effectively within the context of the client’. These skills are also required when using ‘regular’ measurement tools. 37 For both ‘regular’ measurement tools and activity trackers, the same process is employed in deciding, choosing and using the measurement tool. Healthcare professionals require support and training to connect their existing skills to the use of activity trackers and the new eHealth competencies required, such as ICT skills and privacy and confidentiality. Healthcare education, postgraduate continuing professional education and master courses should implement these competencies in