Applying Nurse Practitioner Student Reflections in Design of Telehealth Curricula

Published:September 07, 2022DOI:


      • Rapid growth in use of telehealth occurred during the coronavirus disease 2019 pandemic.
      • Nurse practitioner graduates require practice-ready competence in telehealth delivery.
      • Competency-based education models enhance telehealth curricular planning.
      • Guided reflection supports development of diagnostic reasoning and practice skills.
      • Student reflections may inform curricular development addressing core competencies


      Telehealth demand increased precipitously among all populations, particularly Medicare beneficiaries with complex care needs, during the coronavirus disease 2019 pandemic. Current nurse practitioner (NP) graduates require practice readiness in telehealth when transitioning to advanced practice. Competency-based education models integrate progressive, multimodal evaluation of core practice competencies, including telehealth. Self-reflection supports student acquisition of new competencies. Thematic analysis of guided reflections after a pilot gerontologic robot-enabled telehealth simulation identified curricular opportunities in a primary care NP program. NP students’ perceived challenges in communication and adaptation to virtual patient presence were considered in building integrated telehealth curricula in clinical courses applying the 4Ps of Telehealth Education (Planning, Preparing; Providing; and Performance Improvement) framework.


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      All authors are affiliated with the University of Central Florida College of Nursing, Orlando. Jacqueline B. LaManna, PhD, ANP-BC, is an associate professor, and can be contacted at [email protected] .


      Dawn O. Eckhoff, PhD, CPNP-PC, is an assistant professor


      Jodi Duncan, MSN, FNP-C, is an adjunct clinical faculty and Advanced Nursing Education Workforce (ANEW) grant manager.