Assessment of Knowledge Regarding Telemedicine among Undergraduate Nursing Students of SACON & Institute of Allied Health Sciences, Lahore
Abstract
Telemedicine is increasingly integrated into healthcare delivery and requires nurses to possess appropriate knowledge and digital competencies. Assessing telemedicine knowledge among undergraduate nursing students may help identify educational gaps and inform the integration of telehealth competencies into nursing curricula. Objective: To assess knowledge regarding telemedicine among undergraduate nursing students at Saeed Afridi College of Nursing (SACON) & Institute of Allied Health Sciences, Lahore, Pakistan. Methods: A descriptive cross-sectional study was conducted from November 2025 to April 2026 among 75 undergraduate BSN students recruited through convenience sampling. Data were collected using a structured questionnaire assessing demographic characteristics, digital technology use, previous awareness and exposure to telemedicine, and telemedicine-related knowledge. Data were analyzed using descriptive statistics and presented as frequencies and percentages. Results: Of the 75 participants, 38 (50.7%) were female and 37 (49.3%) were male, while 63 (84.0%) were urban residents. Most students (80.0%) rated their ability to use digital technology or telemedicine services between 6 and 10. Previous awareness of telemedicine was reported by 48 (64.0%) students; however, only 28 (37.3%) had observed a telemedicine process and 18 (24.0%) had personally used one. The most frequently recognized benefit was reduced transportation cost and time (88.0%), followed by facilitation of care for older adults (85.3%) and remote prescription refills or admission orders (85.3%). Overall, 53 (70.7%) students were classified as having good knowledge of telemedicine, whereas 22 (29.3%) had poor knowledge. Conclusion: Undergraduate nursing students demonstrated generally good knowledge of telemedicine, but their direct practical exposure was limited. Integrating structured telemedicine education, simulation, and supervised practical experiences into undergraduate nursing curricula may help translate theoretical knowledge into clinical competence.