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Emerging teaching methods in undergraduate nursing education (2015-2025): A systematic mapping review
Mohamad AlMekkawi1, Rouwida ElKhalil2, Aisha Aldawsari1
1Nursing Department, Fatima College of Health Sciences, Abu Dhabi, United Arab Emirates.
Nurse Education Today
|June 8, 2026
Summary
Research on emerging teaching methods in nursing education is growing rapidly but is uneven. Most studies focus on technology and knowledge acquisition, neglecting affective and interpersonal learning outcomes.
Area of Science:
- Nursing Education
- Educational Technology
- Pedagogy
Background:
- Undergraduate nursing education increasingly uses emerging teaching methods like virtual/augmented reality, flipped classrooms, team-based learning, and game-based learning.
- Existing research is fragmented, hindering identification of consistent patterns and research gaps.
- A systematic mapping review is needed to provide a comprehensive overview and guide future research.
Purpose of the Study:
- To systematically map the scope, volume, and characteristics of research on four emerging teaching methods in undergraduate nursing education.
- To identify research trends, geographical distribution, methodological approaches, and outcome assessments.
- To inform future meta-analyses and research priorities in nursing education.
Main Methods:
- A systematic mapping review was conducted following PRISMA-ScR guidelines.
- Searched five databases (PubMed, Scopus, Embase, Web of Science, CINAHL) for studies from January 2015 to October 2025.
- Included quantitative and mixed-methods studies comparing emerging methods with traditional ones in undergraduate nursing.
Main Results:
- 228 studies were included, with a significant increase in research output after 2020.
- Virtual/augmented reality (35.9%) and flipped classrooms (26.8%) were most studied, primarily from Asia (51.3%).
- Quasi-experimental designs dominated (68.4%), focusing on knowledge acquisition (70.6%) and skill performance (42.5%), with less focus on affective outcomes.
Conclusions:
- Research on innovative nursing education methods has grown rapidly but is geographically and methodologically uneven.
- The evidence predominantly features technology-enhanced interventions and cognitive outcomes, with limited attention to affective and collaborative learning.
- Future research should utilize more rigorous and diverse designs for a comprehensive and globally representative evidence base.
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