ArticlePloS one2025
Future direction of digital textbooks in undergraduate nursing education: A scoping review.
Article in PloS one, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- The impact of emotional value in digital teaching resources on learning motivation-an empirical analysis based on a questionnaire survey.Frontiers in psychology · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Digital natives have emerged, and nursing educator must develop digital textbook(DT)s the meet their information processing methods. But literature reviews on DTs remain insufficient. This scoping review aims to guide nursing educators on the future direction of DTs in undergraduate nursing education. This study includes research on DTs published in English after 2016, targeting undergraduate nursing students. Two reviewers independently screened titles, abstracts, and full texts for inclusion and extracted data from Medline (PubMed), Embase (Elsevier), Cochrane Library, Cumulative Index to Nursing and Allied Health (CINAHL), and IEEE Xplore up to May 27, 2024. Of the 3,978 articles identified, 7 met the inclusion criteria. The most common study design was experimental (n = 5), and the most frequent intervention type was interactive (n = 5). The most common nursing field was caring for medically complex/special needs patients (n = 5). However, no DTs were developed for social determinants of health or mental health or for working in underserved communities. Information was provided via mobile devices (n = 2) and QR codes, applications, or links (n = 2). Six studies measured all three outcome variables: knowledge, skills, and attitudes. The technology aspects included feedback, display functions, and other technical and educational features. The findings highlight the importance of usability, integration with the nursing education curriculum, and the development of clinically based DTs for future undergraduate nursing education. Thus, DTs in undergraduate nursing education, designed for the digital native generation, should be developed based on interactive intervention-type content that facilitates easy access to personalized information and timely learning. In addition, to comprehensively cover the educational domains essential for future nurses, DTs should not only address caring for medically complex/special needs patients but also include content on social determinants of health, mental health, and nursing in underserved communities.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.