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In response to modest outcomes in the field of vocational audiological rehabilitation, we examined the mechanism by which a group of workers with hearing challenges engaged with such a program. Telepractice nurses with hearing challenges participated in a four-session, online course teaching evidence-based communication strategies. Using multiple case study methodology, we collected ethnographic interviews, surveys, and discussion-forum comments before, during, and after the program. We applied grounded theory to these data sources to develop an across-case model of nurses’ engagement with the strategies presented. Twelve female nurses made up the study’s twelve cases. Nurses undertook a problem-solving process in response to the presented strategies. They evaluated strategies based on perceived benefits and obstacles to implementation. Nurses took steps to incorporate promising strategies into their unique work contexts’, but not all completed the problem-solving process required to do so. Participants needed to problem solve to implement course strategies in the workplace. This process was effortful and not always successful. We conclude that future interventions in the field of vocational audiological rehabilitation may benefit workers by actively supporting their problem-solving processes.

The experiences of telepractice nurses undertaking a vocational audiological rehabilitation program