ReviewIranian journal of nursing and midwifery research
A Comprehensive Review of Technological Innovations in Teaching Clinical Nursing Skills: A Scoping Review.
Review in Iranian journal of nursing and midwifery research. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Nursing professionals require practical clinical skills to ensure patient-centered and safe care. Traditional teaching methods face challenges, such as limited student engagement and resource intensity, prompting a shift toward integrating technology into clinical nursing education. This scoping review aims to explore and categorize technological innovations used in teaching clinical nursing skills, thereby supporting nursing educators and policymakers. Materials and Methods: Following Arksey and O'Malley's five-stage scoping review methodology and PRISMA-ScR guidelines, we conducted a systematic literature search across MEDLINE, EMBASE, Scopus, WoS, CINAHL, ERIC, and PsycINFO databases. Inclusion criteria encompassed studies from 1995 to 2023 focusing on technology used to teach clinical nursing skills to students or nurses. The data from 58 studies were charted and synthesized through template analysis to identify key technological features. Results: The review identified seven primary categories of technological features: Content, accessibility, learning environment, usability, pedagogical approach, security, and ethical issues. Mobile applications, virtual simulations, and educational videos were the most frequently employed technologies. Findings highlight how these tools enhance skills acquisition, accessibility, and user engagement while raising ethical considerations, particularly around privacy and data security. Conclusions: Integrating educational technologies into nursing curricula has demonstrated significant potential to enhance clinical skill development. However, successful adoption necessitates addressing ethical issues and balancing technology with traditional teaching methods. Future research should examine the long-term impact of these innovations on clinical competence and explore strategies to mitigate ethical concerns.
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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.