Developing competence for pediatric nursing practice: A scoping review of active learning strategies in undergraduate...

To map active learning strategies used to develop competencies for pediatric nursing practice among undergraduate nursing students and examine competency retention and transfer to clinical practice.

Active learning is increasingly used in pediatric nursing education, but evidence varies across pedagogical approaches and competency outcomes. Whether competencies are retained and transferred to authentic pediatric practice remains unclear.

A scoping review guided by Joanna Briggs Institute methodology and reported according to PRISMA-ScR.

Nine electronic information sources were searched for English-language empirical studies published from 2016 to 15 August 2026. Eligible studies involved undergraduate or prelicensure nursing students and active learning relevant to pediatric or neonatal practice. Data were summarized descriptively through structured charting and mapped across eight competency domains, educational settings, retention and practice-transfer evidence.

Nineteen studies were included. Simulation and experiential learning predominated, alongside problem-, case- and task-based, technology-enhanced, gamified, collaborative, reflective and integrated approaches. Knowledge/cognitive competence and clinical reasoning/decision-making were most frequently addressed (12/19 each). Only three studies reported delayed follow-up and one directly assessed performance with real pediatric or neonatal patients. Methodological limitations across the evidence base constrained causal and comparative interpretation.

Active-learning studies addressed multidimensional competencies in pediatric nursing education, but evidence of retention and direct clinical transfer was limited. Longitudinal and clinically situated assessment is needed to determine whether educational gains persist and are demonstrated in authentic pediatric practice.