Darcy Ummels

164 | Addendum research approach and its multiple iterations helped therapists learn and reflect together but also embed the activity trackers into their clinical practice. In addition to demonstrating how to use an activity tracker in a meaningful way in healthcare, this study can also serve as an illustration of how to implement an eHealth tool in daily clinical practice. Chapter Seven describes the primary findings of each of the three phases of this dissertation. Subsequently, the following methodological considerations are discussed: 1. the strength of the dissertation structure and study design; 2. the selection process and the relevance of the selected activity trackers; 3. the limitations and possible biases of the target populations; 4. the strengths and weaknesses of the methodology used to validate the activity trackers; 5. the umbrella term ‘feasibility,’ including the developed feasibility framework. Furthermore, the lessons learned during the dissertation are described, including the insight that the involvement of stakeholders can be considered as the key to success, and several methods of involving these stakeholders are outlined. Hence, it is recognised that the use of activity trackers in healthcare is not totally different from what healthcare professionals are used to, since healthcare professionals already possess several of the skills required to successfully use trackers in their practice, but they must develop additional eHealth competencies if they hope to fully realise this integration. The final section of the study discusses the implementation of trackers in daily clinical practice, acknowledges the ways in which it is both challenging and important, and outlines several methods of achieving implementation. Finally, implications for future research, education, and practice are provided. Among such implications, it is argued that subsequent research should focus on enhancing the implementation of activity trackers in daily clinical practice and should actively engage the full participation of all stakeholders by using co ‐ creation methods and participatory designs. Furthermore, education should focus on teaching healthcare students and professionals necessary eHealth competencies to enable the independent use and conscious selection of eHealth and mHealth tools such as activity trackers in their clinical practice. In conclusion, it is argued that healthcare professionals should consider using an activity tracker in their daily clinical practice to support their clinical reasoning and, if possible, supplement the activity tracker with other relevant measurement tools