C922 Curriculum Technology Proposal
Title
Student Name (First Name, Middle Initial, and Last Name)
Leavitt School of Health, Western Governors University
C922 Emerging Trends and Challenges in 21st Century Nursing Education
Instructor’s Name
[Month XX, 202X]
Executive Summary
I proposed the Telehealth Training Module as a curriculum technology in the promotion of community health by the BSN nurse. The aspect plays a significant role in preparing graduates for different practices regarding public health as well as contemporary community aspects. In addition, the module incorporates standardized virtual patient telehealth simulation for referral, education, and assessment; brief online learning about the ethics and fundamentals of telehealth; as well as a coordinated tele-precepted experiences that will emphasize privacy, communication, digital professionalism, and equity. Moreover, it will cover a literature review that comprises recent articles and studies about structured digital health education to enhance knowledge increment, telehealth simulations, different skills, and confidence. In addition, it will identify various gaps experienced in curricular and standardized placement. It will also offer precisely what the module is more about. Based on the gap analysis and need assessment, the current course is characterized by various challenges, such as an inconsistent evaluation method, uneven faculty and student digital readiness, and limitation of hands-on telehealth practices.
The proposal puts in comparison VR community health scenarios and telehealth simulation with the selected telehealth, the most implementable options, and stakeholder inputs with IT simulation, students, and faculty. Regarding the force-field analysis, there is a strong identification of facility forces and manageable restraining forces. They include employer expectation, faculty champions, accessibility of simulation platforms, training needs, privacy flow of work as well as the availability of time. According to Kotter’s 8 Steps of Change Model, we will use the concept of a concrete implementation plan, which includes piloting, refining, and scaling while incorporating measurable outcomes such as self-efficacy, Telehealth OSCE checklist performance, knowledge, as well as community health case results. The integration will fill the gap of clear needs as well as strengthen the BSN students in delivering safe services to all patients. In addition, the graduates will be equipped with readiness to offer community-based care through telehealth and equitable access to continuous care.
Check out more on Essay Paper Service
[Title of Your Curriculum Technology Proposal]
Literature Review
Research Findings and Support of Proposal
During pre/post trials and scoping reviews, telehealth education via simulation reinforces knowledge, ability, and confidence in nursing learners (Sawin et al., 2024). In addition, scoping evidence suggests positive impact but non-uniform methods, with variability in scenario, evaluation instruments, and integration within curriculum (Rossler et al., 2023). As a result, community health simulation, specifically such as telehealth and standardized patients, is proposed to supplement limited real-world exposure. At the student level, students define interest as well as barriers like training needs, availability, and faculty readiness, implying that improvements are optimized when programs design systematic modules. Moreover, instruction of teaching faculty and regular evaluation are important (White et al., 2024). Generally, these findings support the integration of a formal telehealth module with clear competencies, scenario creation, and objective assessment, like the Telehealth OSCE checklist that is embedded in this course.
Synthesis of Literature Review Findings (Revised)
Generally, the literature presents both strong evidence supporting simulation-based telehealth training and persistent areas of inconsistency and inequity. From Table 1, higher strength evidence studies (Ali-Saleh et al., 2025; Sawin et al., 2024) confirm that simulation does increase telehealth competency, affirming the structure of the proposal in terms of structured modules and competency-based evaluations. Lower-grade evidence (Rossler et al., 2023; Korkmaz & Ateş, 2025) finds systemic mismatches in curriculum enactment and evaluation strategies, in line with this proposal that highlights standard OSCE checklists. White et al. (2024) provide a critical view by highlighting equity issues such as broadband and device limitations that must be addressed through both curriculum planning and resource allocation within the institution. This synthesis illustrates convergence among evidence and proposal: strong outcomes evidence confirms telehealth simulation, and literature that reports records of obstacles supports the proposal’s integrated solutions to training, assessment, and equity considerations.
Need for Further Research or Development (Revised)
Despite mounting evidence that telehealth simulation enhances nursing students’ competence, confidence, and clinical judgment (Ali-Saleh et al., 2025; Sawin et al., 2024), literature continually suggests inconsistencies in standardization and ongoing assessment. Rossler et al. (2023) found telehealth simulations are unevenly used across prelicensure programs with no unified guidelines for competency milestones and assessment instruments. Likewise, Korkmaz and Ateş (2025) charted the unprecedented expansion of simulation studies but uncovered that telehealth is a relatively unexplored subcategory of simulation education, with little scholarly attention to the integration across entire curricula. One of the key limitations is a lack of validated, equity-focused measures to measure telehealth competency. White et al. (2024) reported that students are experiencing technical and resource constraints in the form of reduced high-speed internet access and limited exposure to telemedicine platforms that require well-crafted, equity-facilitated solutions. This is aligned with Rossler et al.’s (2023) study requesting standardized evaluations for equal preparation of students regardless of institutional resource levels. Moreover, there is not enough longitudinal research investigating the impact of telehealth simulation on patient outcomes, population health outcomes, and graduate readiness with time. All but one recent study (Ali-Saleh et al., 2025; Sawin et al., 2024) employ short-term self-efficacy or knowledge gain as outcomes, with the consequent evidence gap in skill retention and transfer to practice. Comparative research is also lacking; e.g., the relative effectiveness of telehealth simulation relative to other modalities, such as fully immersive virtual reality (Korkmaz & Ateş, 2025), is unknown.
Additional research is therefore necessary to:
• Establish and validate standardized telehealth simulation assessment tools (OSCE rubrics, equity-focused metrics).
• Investigate long-term impact of telehealth training on population health outcomes and graduate workforce readiness.
• Compare simulation modalities (telehealth versus VR) to determine cost-effectiveness and scalability.
• Develop sustainable faculty development models that bridge digital fluency and integration throughout the curriculum.
Through addressing these gaps, follow-up studies will be in a position to strengthen the evidence base for telehealth education, set national standards for competency measurement, and ensure equal access to technology-enhanced learning. This research line is particularly aligned with the Telehealth Training Module proposal, which aims at addressing these very same curricular and equity-based gaps.
Need-Gap Analysis (Revised)
Literature review and gap discussion revealed notable differences between current nursing education practice and optimal telehealth training standards. A systematic gap analysis was conducted using a four-column template (Gap Area, Current State, Desired State, Initial Steps) to support curriculum planning and technology implementation. Table 2 demonstrates the process and aligns with the proposed Telehealth Training Module.
The first gap discovered is Curricular Integration of Telehealth Simulation. The practice of telehealth use is growing but is still underrepresented within prelicensure curricula, most often limited to elective content (Rossler et al., 2023). The preferred status is an integrated module in its entirety, telehealth competency as a nonnegotiable expectation. The first step is mapping existing courses to discern where telehealth can be inserted without disturbing the learning pathway and engaging faculty to collaborate on standardized objectives.
Collaboration with Stakeholders
The course faculty lead is the main stakeholder who plays a significant role in serving as the primary academic architect of the training of the telehealth module. In addition, this responsibility involves aligning with program results, course competencies, and meeting the recent evidence-based practice values. The course faculty lead also coordinates and develops scenarios regarding simulation scenarios. In addition, the position has the role of creating grading rubrics reflecting communication skills and technical strategies and overseeing evaluation procedures to enhance fair and consistent assessment.
The second one is an IT specialist who is responsible for simulation processes. The specialist has the role of technical assistance in matters pertaining to telehealth training. Some of the processes include software simulations, troubleshooting, maintenance of telehealth platforms, and integrating them into the management systems. The specialist is responsible for training faculty leaders on how to use different platforms effectively for desired outcomes. They also have the role of implementing data privacy and security safeguards with the aim of HIPAA compliance. This ensures the conservation of institutional policies to enhance realistic usage of technology for proper telehealth training.
The third specialist is the BSN student representative panel, which ensures first hand feedback regarding different experiences and trainings. This specialist is a student who is selected to act as a link between faculty and cohort development of the module. In addition, this stakeholder is responsible for highlighting areas to be improved as well as offering clinical reasoning and realism. The involvement with the BSN student representative panel enhances the reflection of the learner’s authentic perspective as well as promoting engagement in the nursing aspects.
Collaboration Strategies & How They Function
Rapid design sprints like staff, sim/IT and student representatives have concise, intensive co‑creation synchronizes content with tech potential and speeds up iteration. Debriefs & After‑Action Reviews: use findings right after pilot runs to revise scenarios; proven to boost simulation learning. Shared artifacts (checklists, rubrics, screen‑recorded interactions): generate transparency, facilitate grading, and reproduce best practices course‑wide.
Current Technology Challenges
Current or Emerging Technologies Option 1: Telehealth Training Module (standardized virtual patient + tele-precepting)
The main strength is strong evidence of skill and knowledge acquisition. It directly aligns with community care workflows such as triage, education, and referral. In addition, other strengths include moderate cost with existing video platforms, feasible faculty onboarding, and measurability through tele-OSCE checklists.
The weakness includes the requirement of faculty telecommunication and privacy workflow development. It also requires scheduling and informed consent for any actual tele-precepting dependent on guaranteed connectivity.
Option 2: Virtual Reality (VR) Community‑Health Simulation
Advantages
It has high immersion, like environmental and contextual realism, such as home visits and hazard recognition, is beneficial when field experience is scarce.
Disadvantages
The cost and logistics of hardware like motion sensitivity, less direct telecommunication competency practice, and authoring content are resource-intensive. This entails general health‑profession evidence points to promise but also adoption limitations.
Conclusion
For this particular course, option 1 (Telehealth Module) most effectively addresses target competencies like remote assessment, education, and coordination with greater feasibility and clearer evaluations.
Technology Challenges
It has limited authentic telehealth practice such as current cases that are text‑based, making students rarely conduct full tele-encounters with documentation and follow‑up planning. Variable digital readiness: some students/faculty report uncertainty with platforms, privacy steps, and contingency plans when connections fail like mirrors literature on training and expertise gaps. Inconsistent assessment: It involves the absence of standardized telehealth performance checklist (HIPAA/privacy prompts, identity verification, teach‑back, social needs screening, e‑referral).
Overcoming Challenges
Add a 3-scenario progression (orientation → chronic-disease check-in → emergent public-health issue) with prebrief + debrief and screen-recording for feedback. For digital preparedness: launch a faculty micro-credential (2 hours) and student tech check (30 minutes) on platform setup, privacy scripts, and backup plans. For consistency in assessment, apply a Telehealth OSCE checklist (identity/privacy, rapport, assessment, equity/SDOH screening, plan & safety net, documentation), calibrated at a faculty calibration session.
Summary of Curricular Technology Needs Assessment
The course necessitates organized, hands-on telehealth experiences aligned with community health outcomes. Students and instructors need short training to reduce variability and address privacy and equity workflows. Standardized assessment (tele-OSCE) is needed to gauge readiness and maintain fairness.
Stakeholder Consensus
Faculty favored telehealth because of direct applicability to current community-based care and accreditation/employer requirements; some had concerns related to time/training. Students preferred telehealth over VR because of possible direct employability and simplified skill transfer to practicum; they requested more feedback and recorded sessions. Simulation/IT confirmed possibility in existing infrastructure and determined need for brief faculty development and FERPA/HIPAA‑friendly workflows. Consensus was reached after a pilot involving two micro‑scenarios that created improved self‑efficacy and acceptable setup time over VR.
Factors and Forces to Consider
Organizational Factors and Forces for Integration
A force field analysis was conducted in order to examine the driving and restraining forces impinging on the adoption of the Telehealth Training Module in the Role of the BSN Nurse in Promoting Community Health curriculum. It is a tool that helps stakeholders see the balance among forces driving desired change and forces opposing the change and work on these with specific strategies to move the balance in favor of adoption.
Driving Forces (Forces for Change): National Telehealth Expansion—American Hospital Association statistics (2024) indicate a 45% growth in telehealth use since 2020 and therefore a vital skill for future nurses. Increased Access for Disadvantaged Populations—Telehealth has the ability to bridge the gap for rural and mobility-impaired patients, advancing community health objectives. Adherence to Professional Standards, AACN Essentials and QSEN competencies emphasize informatics, patient-focused care, and population health, each of which is enhanced by telehealth. Positive Student Interest in Technology, Millennials and Gen Z nursing students are technologically adept and interested in innovative learning modalities. Success with simulation-based learning studies by Sawin et al. (2024) show simulation to be effective in building confidence and maintaining skills, which makes telehealth an ideal candidate for this modality.
Challenges to Integration
Faculty Resistance to New Technologies. Some instructors prefer to stick with the traditional, in-person teaching model and do not want to use unfamiliar software. The second one is budget constraints. Subscription to simulation software, telemedicine platforms, and necessary equipment (webcams, high-end microphones) is an initial expense. Technology infrastructure limitations, bandwidth, outdated hardware, or lack of dedicated simulation rooms can hinder smooth functioning. Time Limits in Curriculum – Adding a new module requires changing existing timetables, perhaps displacing other content. Asymmetrical Student Access to Technology Off-Campus—Few students maintain continuous internet or suitable devices at home.
Force Field Analysis
A force field analysis was conducted in order to examine the driving and restraining forces impinging on the adoption of the Telehealth Training Module in the Role of the BSN Nurse in Promoting Community Health curriculum. It is a tool that helps stakeholders see the balance among forces driving desired change and forces opposing the change and work on these with specific strategies to move the balance in favor of adoption.
Driving Forces (Forces for Change): National Telehealth Expansion—American Hospital Association statistics (2024) indicate a 45% growth in telehealth use since 2020 and therefore a vital skill for future nurses. Increased Access for Disadvantaged Populations—Telehealth has the ability to bridge the gap for rural and mobility-impaired patients, advancing community health objectives. Adherence to Professional Standards—AACN Essentials and QSEN competencies emphasize informatics, patient-focused care, and population health, each of which is enhanced by telehealth. Positive Student Interest in Technology—Millennials and Gen Z nursing students are technologically adept and interested in innovative learning modalities. Success with Simulation-Based Learning—Studies by Sawin et al. (2024) show simulation to be effective in building confidence and maintaining skills, which makes telehealth an ideal candidate for this modality.
Restraining Forces (Forces Against Change)
Faculty Resistance to New Technologies – Some instructors prefer to stick with the traditional, in-person teaching model and do not want to use unfamiliar software. Budget Constraints—Subscription to simulation software, telemedicine platforms, and necessary equipment (webcams, high-end microphones) is an initial expense. Technology Infrastructure Limitations—Bandwidth, outdated hardware, or lack of dedicated simulation rooms can hinder smooth functioning. Time Limits in Curriculum – Adding a new module requires changing existing timetables, perhaps displacing other content. Asymmetrical Student Access to Technology Off-Campus—Few students maintain continuous internet or suitable devices at home.
Forces to Strengthen and Weaken
The driving forces include the use of national telehealth information that presents existing telehealth adoption rates and patient outcome enhancements with faculty and leaders to instill a sense of urgency for change. It highlights patient impact stories. Again, it shares case studies in which telehealth prevented treatment delays, especially among low-income or rural populations, to create an emotional stake. It also combines accreditation and regulatory compliance in describing how the module addresses AACN and state board requirements, making it mandatory instead of optional. It shows technology appeals to students, conducting student surveys indicating an interest in telehealth training, giving leadership with clear evidence of learner interest.
Forces to Weaken (Restraining Forces)
Overcoming faculty resistance involves the implementation of peer-to-peer faculty development, whereby innovators mentor others, eliminating fear and instilling confidence. In addition, it requires mitigating financial fear and research partnerships with telehealth suppliers who may provide discount or pilot software for teaching purposes. Securing grants for simulation and technology from HRSA or local foundations would be critical in promoting proper community health. In this case, there is a need to improve technology infrastructure via collaboration with IT to negotiate necessary bandwidth and dedicated simulation rooms, as well as hardware upgrades before deploying.
Integration of current curriculum time into telehealth scenarios and current community health simulation time promotes keeping the need for new time allocations to a minimum. Moreover, supporting students with limited technology access by providing on-campus computer labs will play a great role in promoting effective telehealth training modules. Additionally, mobile phone and mobile hotspot checkout programs will help the students in the easy process of online training on simulation and telehealth for great outcomes.
Change Theory
Justification of Change Theory Implementation Plan (Utilizing Kotter)
Implementation of a telehealth training module for BSN students will be led utilizing Kotter’s Eight-Step Change Model to ensure systematic implementation and long-term impact.
Step 1: Create a Sense of Urgency
The proposal begins by presenting evidence from the local needs assessment, which identifies specific telehealth competency and readiness gaps in students. These will be supplemented by evidence from peer-reviewed journals (e.g., JMIR Medical Education, Wiley Online Library) of improved patient outcomes, increased access to care, and improved employability for telehealth-competent nurses. Employer requirements for a graduate capacity to proficiently conduct virtual encounters will also be utilized to emphasize the professional need for the proposed module.
Step 2: Form a Guiding Coalition
A multidisciplinary leadership group will be formed, comprising the course faculty lead, simulation and IT specialists, student representatives, and community partner preceptors. The coalition shall lead the module design, implementation, and evaluation in such a way that ideas from academia, technology, students, and practice are well integrated.
Step 3: Develop a Strategic Vision and Initiatives
The vision statement for such transformation is “All BSN graduates have safe, equitable telehealth encounters that meet population needs.” Supporting strategies include the development of evidence-based simulation experiences, incorporation of equity-focused competencies (e.g., language access, broadband inequities), and alignment of training results with priority health requirements of the local community.
Step 4: Enlist a Volunteer Army
Early-adopting faculty members will be recruited to pilot two early telehealth scenarios. Volunteers will receive special orientation and support in order to become champions of the change, serve as best-practice models, and provide iterative feedback for improvement.
Step 5: Remove Barriers
To decrease adoption resistance, a two-hour micro-credential course will be designed for faculty with short but comprehensive telehealth pedagogy training. Faculty members will be provided with easily accessible checklists, template patient consent forms, and one-click technology setup guides to make it easy to integrate into existing courses.
Step 6: Create Short-Term Wins
Pilot outcomes will be tracked and shared widely, such as measurable increases in levels of student telehealth knowledge and self-efficacy, at least 80% pass rates on telehealth OSCEs, and high participant satisfaction ratings.
Step 7: Sustain Acceleration
On pilot success, the program will be expanded to include a three-scenario progression and, where feasible, tele-precepting and live observation experience in partnership with community agencies. Internal best-practice briefs will be made public to disseminate lessons learned and sustain momentum.
Step 8: Institute Change
Long-term sustainability will be ensured by integrating the telehealth OSCE into the formal course assessment plan, archiving module artifacts for program accreditation, and implementing an annual review process to update content, technology, and pedagogical approaches as a function of emerging best practices.
Rationale for Use of Kotter’s Change Model (Revised)
The 8-Step Change Model of Kotter was selected to guide implementation of the Telehealth Training Module because it offers a structured, evidence-based framework for the management of extensive educational change. Nursing education initiatives often require widespread faculty uptake, interdepartmental collaboration, and ongoing monitoring, and thus a specific change management strategy is required. Kotter’s model is also very relevant to academic innovation because it emphasizes building coalitions, producing short-term gains to sustain momentum, and developing urgency—the processes shown to improve adoption rates of curriculum change. Unlike linear models of change that do only planning, Kotter’s approach contains dynamic and recurrent processes whereby leaders can anticipate resistance, recognize initial successes, and ground telehealth education in the culture of the institution. For example, through setting up pressure initially with needs assessment data and literature studies, programme leaders can demonstrate the telehealth preparation gap against workforce requirements. Bringing faculty, simulation experts, and IT assistance on board forms a partnership with a stake in innovation, and testing telehealth cases gives early successes that are evident to promote broader take-up.
In addition, Kotter’s emphasis on communication, empowerment, and tying change to culture is echoed in nursing education’s emphasis on teamwork and continuous improvement. Telehealth education is not an independent adjustment but an ongoing curricular transformation that requires adding competencies, resources, and assessment tools to the curriculum. Kotter’s model makes this possible by focusing on sustaining change over time, not just initial installation, so that building telehealth competencies becomes a permanent and scalable part of nursing education.
Utilizing Kotter’s model, schools of nursing are able to minimize resistance, maximize faculty engagement, and implement telehealth simulations strategically in a way that is consistent with accreditation standards, workforce priorities, and evolving models of healthcare delivery.
Plans to Implement Change Theory Plan for Adoption
To transition from proposal to sustained use, the following procedure will be used in the phasing adoption plan.
Phase 1 – Preparation (Months 1–2)
This entails presenting Force Field Analysis results to academic administration, faculty, and simulation coordinators to generate common understanding of strengths and barriers. In addition, it will engage “faculty champions” as pilot telehealth scenarios. It also requires a secure administrative buy-in and dollars to support needed technology upgrades.
Phase 2 – Pilot Implementation (Months 3–4)
The second phase involves the implementation of the Telehealth Training Module in one section of The Role of the BSN Nurse in Promoting Community Health. It is designed to offer 3 to 4 telehealth simulation scenarios for acute triage, chronic disease management, and community health follow-ups. In this case, it will be effective in promoting community healthcare through the use of telehealth equipped with the training module. It also entails gathering feedback through pre/post student surveys, faculty debriefs, and technical performance reporting.
Phase 3 – Evaluation & Adjustment (Months 5–6)
This phase is all about reviewing pilot outcomes to determine effectiveness, areas for improvement, and return on investment for its effectiveness. It ensures the making of adjustments to module content, simulation flow, and technical delivery of what is required for the module. It captures success stories and measurable gains in student competencies.
Phase 4 – Full Rollout (Month 7 and beyond)
The phase deploys the Telehealth Training Module to all course sections. Moreover, it offers ongoing faculty training sessions each semester to maintain skills and implement new telehealth platforms. It also develops a yearly review process for updating scenarios and incorporating new telehealth best practices.
Success Indicators for Adoption
A minimum of 90% of students demonstrate competence in telehealth competencies on Objective Structured Clinical Examination (OSCE) assessments. In this case, negative student evaluations indicated increased confidence and readiness to deliver telehealth services. Faculty satisfaction post-implementation survey rates of 80% or better. Also, documentation of alignment with accreditation standards in program reviews will be critical in this process.
Conclusion
The aim of this proposal is to integrate a telehealth training module into the Role of the BSN Nurse in Promoting Community Health course to address an evidenced educational gap in nursing education. Although the use of telehealth has expanded significantly in all healthcare settings—further fueled by the COVID-19 pandemic and ongoing efforts to expand access to care—telehealth training in formalized form in prelicensure nursing programs is haphazard and, in most cases, unavailable. The need for such a proposal is based on national trends in the workforce and research in academia: nurses are to provide more highly safe, effective, and humane care in virtual environments but are frequently educated never having encountered a simulation environment. Without targeted educational training, new nurses might enter the workplace unprepared for a modality that no longer exists as an elective but as a necessity.
Putting a telehealth module into the curriculum for community health nursing is not only a means of preparing students for the technical and communicative aspects of the practice of the times but also in line with the profession’s emphasis on moving to community-based, preventive care. The proposal is therefore timely and necessary, directly responding to the expansion of the scope of practice for nursing and the needs of healthcare systems to have nursing provide care through various modalities.
The curriculum needs assessment revealed a glaring gap: while the course objectives speak of community interaction, health promotion, and use of technology in patient care, there is no direct instructional content on telehealth skills. The faculty surveys indicated that the faculty members view the significance of telehealth training but lack an evidence-based, organized curriculum to teach it. Student surveys pointed to a deficiency of confidence in utilizing telehealth technology and unfamiliarity with how to conduct a patient encounter remotely.
The Telehealth Training Module covers this directly through the delivery of a structured, simulation-based educational experience that closely replicates real telehealth encounters. Students will have simulated sessions with standardized patients, practicing basic skills such as virtual rapport establishment, remote assessment, patient education, and technical assistance. This approach ensures students not only learn about the theoretical underpinnings of telehealth but also gain the practical skills necessary to perform effectively in clinical practices
By fitting the module into an existing course, the proposal avoids adding to curriculum overload while still offering concentrated skill development. The modular construction allows the module to be updated regularly as telehealth policy, best practices, and new technologies continue to evolve. This keeps the training current and in alignment with current industry standards.
Implementation of this proposal has far-reaching implications for nursing education, practice, and public health. Educationally, the module is congruent with the American Association of Colleges of Nursing (AACN) Essentials and Quality and Safety Education for Nurses (QSEN) competencies, namely those for informatics, patient-centered care, and evidence-based practice. Faculty will possess a reusable, flexible teaching tool that can be used in other courses or programs, providing consistency in telehealth education throughout the curriculum.
In the clinical environment, telehealth-trained graduates will be better positioned to treat populations of mixed composition, particularly those in under-resourced or rural environments where access to in-person care might be limited. They will also be equipped to utilize telehealth in chronic disease management, behavioral health, prevention screening, and post-discharge follow-up, thereby improving care continuity and reducing health disparities.
The broader impact extends to the nursing profession’s role in shaping healthcare practice. Since nurses make up the largest portion of the healthcare workforce, they are most well-positioned to facilitate patient activation and education in virtual environments. Embedding telehealth education as a normal part of undergraduate education can allow nursing schools to make telehealth proficiency an essential professional skill—like infection prevention or medication management. This change would not only enhance the individual nurse’s readiness but also strengthen the profession’s general ability to deal with future technologies.
Furthermore, the proposal mandates nursing’s commitment to lifelong learning and adaptability. Through mimicking technology adoption in the learning setting, faculty send the message to learners that change is unavoidable when it comes to healthcare and that embracing innovation is part of professional self. Ultimately, the culture can develop an employee base that is not only skilled but also adaptable, ready to realize new mechanisms and methods as patient needs and healthcare systems evolve.
By and large, this Telehealth Training Module is a strategic, evidence-based intervention that fills a well-established education gap, readies students for today’s practice realities, and moves the discipline of nursing forward as a whole. By closing the telehealth readiness gap in the curriculum, the proposal supports improved patient care outcomes and student capability. Its implementation will have lasting significance, teaching graduates to deliver high-quality, accessible, and equitable care in a health-care system in which virtual modalities are no longer the standard but the expectation.
References
Ali-Saleh, O., Massalha, L., & Halperin, O. (2025). Evaluation of a Simulation Program for Providing Telenursing Training to Nursing Students: Cohort Study. JMIR Medical Education, 11, e67804.
Korkmaz, E. K., & Ateş, E. (2025). Standardized patient simulation in nursing education: A bibliometric analysis and visualization from 2002 to 2024. Nurse Education in Practice, 84, 104322.
Rossler, K. L., Badowski, D., & Siegel, S. (2023). The Presence of Simulated Telehealth in Prelicensure Nursing Education: A Scoping Review. Clinical Simulation in Nursing, 81, 101415.
Sawin, E. M., Hummel, R., Lam, C., Mullen, L., Switzer, T., Robinson, J., & Walton, B. (2024). Use of telehealth simulation to teach the enhanced primary care RN role through community/public health‐focused simulations. Public Health Nursing, 41(6), 1588-1599.
White, N. S., Franklin, S. S., Juliet, N., Amalanathan, S. A. M., Kanagaraj, P., & Babu, A. S. (2024). Telemedicine and information technology in health care management: Perspectives and barriers among the nursing students. Journal of Education and Health Promotion, 13(1), 416.
Table 1: Literature Review Summary Table (Revised)
| Scholarly Peer-Reviewed Sources Published in Past 5 Years that Support the Proposed Curriculum Technology
(author(s)/date/title/journal) |
Summary of Relevance to the Proposed Curriculum Technology
|
Evidence Strength Level I–VII
|
| SCHOLARLY SOURCE 1
Ali-Saleh, O., Massalha, L., & Halperin, O. (2025). Evaluation of a Simulation Program for Providing Telenursing Training to Nursing Students: Cohort Study. JMIR Medical Education, 11, e67804. |
Showed measurable gains in communication and clinical reasoning with telehealth training. In addition, the article shows the importances of intergrating nursing education with targeted telenursing sumulation in preparing students for different roles within the healthcare system. | Level IV (cohort study) |
| SCHOLARLY SOURCE 2
Korkmaz, E. K., & Ateş, E. (2025). Standardized patient simulation in nursing education: A bibliometric analysis and visualization from 2002 to 2024. Nurse Education in Practice, 84, 104322. |
The article mapped growth in simulation research, identifying telehealth as underexplored. It also implicates the growing volume of research regarding SP simulation for nursing opportunities. According to the study, there are various strategies that enhance researchers to leverage nursing education simulation. | Level V (synthesis of descriptive and observational literature) |
| SCHOLARLY SOURCE 3
Rossler, K. L., Badowski, D., & Siegel, S. (2023). The Presence of Simulated Telehealth in Prelicensure Nursing Education: A Scoping Review. Clinical Simulation in Nursing, 81, 101415. |
The article identified lack of standardization in telehealth simulation across properly. The scope of the study review seeks to investigate the extent of simulated telehealth in prelicensure nursing education.
Based on the key insight, there remains a broad chasm of research on simulated telehealth in particular within this learning environment, implying the topic remains in its developmental stages and yet to be settled. |
Level V (scoping/systematic review of descriptive studies) |
| SCHOLARLY SOURCE 4
Sawin, E. M., Hummel, R., Lam, C., Mullen, L., Switzer, T., Robinson, J., & Walton, B. (2024). Use of telehealth simulation to teach the enhanced primary care RN role through community/public health‐focused simulations. Public Health Nursing, 41(6), 1588-1599. |
It portrays demonstrated improved role readiness and skills in public health telehealth simulations. In response to shortfalls among primary care practitioners, the authors developed five telehealth simulations to acclimate prelicensure nursing students to the Enhanced Primary Care RN (EPC-RN) role—triage, patient education, chronic care management, medication reconciliation, and follow-up—aligned with public health nursing competencies. Simulation models like these are new and plausible teaching methods that have the potential to fill clinical placement gaps and prepare nursing students for contemporary community-based practice. | Level III (quasi-experimental/pre–post) |
| SCHOLARLY SOURCE 5
White, N. S., Franklin, S. S., Juliet, N., Amalanathan, S. A. M., Kanagaraj, P., & Babu, A. S. (2024). Telemedicine and information technology in health care management: Perspectives and barriers among the nursing students. Journal of Education and Health Promotion, 13(1), 416. |
It highlighted student-identified barriers to telemedicine adoption in nursing education. In response to shortages in primary care professionals, the authors created five telehealth simulations to educate prelicensure nursing students to assume the EPC-RN role—triage, patient education, chronic care management, medication reconciliation, and follow-up—aligned with public health nursing competencies | Level VI (descriptive study) |
Revised Table 2: Curriculum Technology Need-Gap Analysis
| Gap Area | Current State | Desired State | Original Steps |
| Intergration of curricular with Telehealth Sumulation | Limitation and inconsistent telehealth training inclusion across the program of BSN (Rossler et al., 2023). | Full modules of telehealth training as required in Siulation and Community Health Nursing courses. | Map current curriculum to classify telehealth satisfied coverage and form a faculty working group to strategise consistent module objectives and competencies. |
| Assessment & Evaluation Tools | Few validated tools for assessing telehealth-specific competencies; existing rubrics lack equity-focused metrics (Rossler et al., 2023; White et al., 2024). | Use of authenticated, equity-centered OSCE rubrics and performance metrics aligned with national telehealth values. | Conduct a literature scan of present OSCE tools; partner with simulation experts to develop, pilot, and validate telehealth-specific charge instruments. |
| Faculty Training & Digital Readiness | Faculty report uneasiness with telehealth stands and lack organized training opportunities (White et al., 2024). | Faculty validate digital fluency and confidence in telehealth education delivery. | Designing and implementing a faculty expansion program with training modules on telehealth technology, confidentiality guidelines, and simulation facilitation. |
| Student Access & Equity | Students experience unsatisfactory contact to devices, broadband, and technical backing, creating learning inequities (White et al., 2024). | Unbiased access to telehealth learning opportunities for all students irrespective of resources. | Create partnerships with IT services to loan equipment, expanding broadband provision, and creation of onboarding tutorials for all students. |
Table 3: Force Field Analysis
| Forces FOR Curriculum Technology Proposal | Curriculum Technology Proposal | Forces AGAINST Curriculum Technology Proposal |
| 1. Increasing the demad for skills regarding telehealth in workplace | Telehealth Simulation Training Model | 1. Faculty workload concerns |
| 2. Enhancing positive learning outcomes from telehealth simulation among students | Leave this box blank. | 2. Issues of limited simulation schedule capacity |
| 3. Accreditation and employer expectation for tech competency | Leave this box blank. | 3. Original cost upgrades of technology |
C922 Curriculum Technology Proposal