The integration of Telegenz into the Telehealth Module of the Master’s programme for Advanced Nurse Practitioners (ANPs) has transformed the way chronic disease management training is delivered. Through an innovative simulation-based approach, Telegenz provides an interactive, structured, and distraction-free learning environment that enhances both clinical skills and telehealth competencies.

This paper outlines how Telegenz was used with a cohort of 20 ANP students, detailing the methodology, features, outcomes, and pedagogical value of the platform in delivering high-quality, remote healthcare education.

Background

The demand for telehealth proficiency among healthcare professionals has increased significantly in recent years. ANPs must not only master clinical decision-making and patient communication but also learn how to apply these skills effectively in a remote environment. Traditional classroom-based simulations cannot fully replicate the nuances of remote consultations, making dedicated telehealth simulation tools critical to modern healthcare education.

Telegenz bridges this gap by providing a collaborative yet individually focused virtual learning space, enabling immersive, real-world telehealth practice without logistical complexities.

Programme Design

Cohort Structure

• Participants: 20 Advanced Nurse Practitioner students.
• Grouping: Divided into four groups of five students each.
• Faculty Support: Each group assigned one tutor.
• Simulation Role: Each group assigned one simulated patient.

Simulation Process

1. Case Assignment:
   • Chronic disease management scenarios were allocated to each group.
   • Every student conducted a telehealth consultation with the simulated patient in turn.
2. Spotlight Rotation:
   • One student was “spotlighted” at a time for their live consultation.
   • Other group members observed the session, taking private notes on what they might do differently.
3. Parallel Learning:
   • Telegenz provided each student with an individual note-taking space visible only to them—ensuring confidentiality and focus.
   • Peers engaged in reflective thinking during consultations, turning observation into active learning.
4. Tutor Interaction:
   • Tutors used a dedicated feedback area within Telegenz to document structured, uninterrupted observations.
   • Feedback was formalised and stored without disrupting the live simulation.
5. Clinical Documentation Skills:
   • Students practised documenting their consultation notes in a clinical format.
   • Notes could be exported as a PDF and shared with tutors for review.
6. Simulated Patient Feedback:
   • After each consultation, the simulated patient provided personalised performance feedback.
   • This feedback was sent to the tutor as a PDF, who then added constructive insights before sharing it with the student.

Key Features of Telegenz in the Programme

Pedagogical Value

The use of Telegenz in this module supports several high-impact learning principles:

• Active Observation: Students learn not only by doing but also by critically evaluating peer performance.
• Distributed Practice: Each student engages multiple times—both actively and passively—throughout the session.
• Feedback-Driven Learning: Immediate, multi-source feedback reinforces skills and builds reflective practice.
• Realistic Telehealth Simulation: Mirrors the conditions of real-world remote consultations, preparing students for practice.
• Documentation Proficiency: Emphasises clinical record-keeping, a vital skill for telehealth compliance and continuity of care.

Outcomes and Benefits

• Enhanced Engagement: Students remain mentally active throughout sessions, even when not leading.
• Time Efficiency: Eliminates logistical delays and focuses on productive learning interactions.
• Skill Integration: Combines patient assessment, communication, and documentation skills into one exercise.
• Dual Feedback Model: Patient-perspective and tutor-perspective feedback foster well-rounded professional growth.
• Portfolio Evidence: Exportable PDFs of notes and feedback create a verifiable record of progress.

Conclusion

The integration of Telegenz into the ANP Telehealth Module demonstrated that remote clinical education can be interactive, structured, and deeply effective. By combining telehealth simulation, private reflective spaces, structured feedback, and realistic patient interactions, Telegenz has created a learning environment that prepares ANPs for the realities of remote patient care.

This model can serve as a template for other healthcare education programmes seeking to integrate telehealth skills training into their curricula.