Digital Health in Nursing Education and Practice in Kenya: A Systematic Literature Review of Barriers, Opportunities, and Curriculum Implications

Digital transformation of spiritual care education: A scoping review protocol of technology-enhanced learning for nursing students and professionals

Background Spiritual care is a fundamental yet often under-addressed component of holistic nursing, with nurses and nursing students globally reporting limited competency. Traditional education models face challenges in accessibility, scalability, and pedagogical depth. While digital technologies offer transformative potential for learning, the evidence regarding their application and effectiveness in spiritual care education remains fragmented and insufficiently synthesized. Objective This scoping review aims to systematically map the existing literature on the use of digital technologies in spiritual care education and training specifically for nurses and nursing students. Methods The review will be conducted following the Joanna Briggs Institute (JBI) methodology for scoping reviews and reported per the PRISMA-ScR guidelines. A comprehensive search will be performed across multiple databases (e.g., MEDLINE, CINAHL, PsycINFO, Web of Science, Scopus, CNKI, WanFang) from inception, supplemented by grey literature searches. Two independent reviewers will screen records, select studies, and extract data using a standardized form. We will include empirical studies focusing on digital interventions (e.g., online courses, mobile apps, virtual simulations) designed to develop spiritual care competency in the target population. Data will be analyzed using descriptive statistics and thematic analysis. Anticipated results The review will generate a comprehensive map and classification of existing digital spiritual education interventions, detailing their technological characteristics, pedagogical strategies, outcome measures, and implementation facilitators and barriers. It is expected to identify key evidence gaps and inconsistencies in the field. For example, we anticipate identifying virtual simulation, online modules, and mobile apps as the most common categories. Significance This will be the first scoping review to systematically consolidate evidence on digital spiritual education for nurses. The findings will provide a foundational resource to inform the future design, implementation, and evaluation of theoretically grounded, effective, and scalable digital training models, ultimately aiming to enhance spiritual care competence in nursing practice. Systematic review registration OSF registration number: https://doi.org/10.17605/OSF.IO/7VNHF.

Blended Learning in Health Professions Education: A Systematic Review of Pedagogical Approaches, Digital Innovations, Learning Outcomes, and Implementation Challenges

This study aims to examine the implementation patterns, technology integration, learning outcomes, student engagement, and sustainability factors of blended learning (BL) in health professions education (HPE) between 2020 and 2024 across diverse pedagogical and educational contexts. Despite the increasing adoption of BL in HPE, the existing literature lacks a comprehensive, theory-informed synthesis of implementation patterns, technology integration, the relationship between student engagement and learning outcomes, and sustainability factors across disciplines and educational settings. This study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. The review was conducted using the Scopus database and included studies published between January 2020 and December 2024. A total of 41 peer-reviewed empirical studies were selected from an initial pool of 65 records through rigorous title and abstract screening, followed by full-text eligibility assessment. Data were synthesised narratively, and the findings were organised thematically according to five research questions using an integrated theoretical framework encompassing constructivism, cognitive load theory, multimedia learning theory, and self-regulated learning theory. The findings revealed that 58.5% of the included studies implemented general BL approaches, whereas 41.5% adopted established pedagogical frameworks. Technology integration primarily involved multimedia resources (53.7%), digital assessment platforms (43.9%), and video conferencing tools (43.9%). Overall, BL demonstrated high effectiveness, with 86% of the reported learning outcome measures indicating positive results. Structured active engagement exhibited the strongest positive association with learning outcomes (r ≈ 0.55–0.75). The main challenges included substantial resource requirements and difficulties in student self-regulation, whereas instructional design support emerged as the most important facilitating factor. These findings suggest that although BL is highly effective in HPE, its long-term sustainability depends on transitioning from ad hoc implementation to institutionally supported, theory-driven instructional design. Accordingly, educators and higher education institutions should prioritise intentional pedagogical design and sustained institutional support to ensure the effective and sustainable implementation of blended learning in health professions education.

The Dual Role of Nurses in Adolescent Mental Health: A Systematic Review of Stigma, Policy Barriers, and Digital Health Challenges in Indonesia

Background: Nurses in Indonesia are uniquely positioned to address adolescent mental health through digital tools while mitigating associated risks, yet no systematic review has synthesized evidence on this dual role. Objectives: This review aimed to map the scope of digital mental health resources for adolescents in Indonesia and assess digital risks impacting their care to clarify the nursing role. Methods: This systematic review followed the PRISMA framework. Four databases (PubMed, Scopus, Web of Science, and Google Scholar) were used in identifying 2,051 records. Inclusion criteria comprised peer-reviewed studies (2019-2024) focusing on mental health nursing within the Indonesian context. Exclusion criteria involved non-empirical articles, studies with non-Indonesian populations, and publications lacking full-text access or a DOI. After screening, 12 articles were selected. Methodological quality was appraised using CASP/JBI checklists by two independent reviewers, showing substantial agreement (κ = 0.71). Results: The synthesis identified three core themes: 1) pervasive systemic and socio-cultural barriers (e.g., stigma, low mental health literacy) that shape the care context; 2) notable absence of empirical research on nurses' use of digital resources or management of digital risks; and 3) consistent identified need for nursing capacity building and policy support. Quality appraisal revealed a mix of high, moderate, and low methodological rigors among the included studies, with substantial inter-rater agreement (κ = 0.71). Conclusion: This review reveals a critical socio-technical gap. Digital tools hold transformative potential, but nurses currently lack the competencies, guidelines, and systemic support needed to use them safely. To bridge this gap, the urgent development of a digital mental health competency framework for nursing education and the establishment of enabling policies are imperative.

Education programmes on performance-based assessment for allied health and nursing educators: a scoping review

Performance-based assessment (PBA) plays a pivotal role in evaluating allied health and nursing students' readiness for independent clinical practice. Despite its importance, training for clinical educators in PBA is often ad hoc and inconsistent. This scoping review aimed to map the landscape of existing PBA education programmes for allied health and nursing educators and describe their content, format and educational impact. A scoping review was conducted based on Arksey and O'Malley's framework in accordance with the Joanna Briggs Institute scoping review guidance. Searches of five electronic databases and three grey literature collections were performed for publications from 2000 to 2025. Articles were included if they reported on design, implementation or evaluation of PBA educator programmes. Screening and data extraction were conducted independently by three reviewers using a standardized tool to chart programme characteristics, instructional strategies, outcome measures and educational impact. Data were synthesized descriptively. Of 5,306 records screened, nine studies met inclusion criteria. Programme durations ranged from 1–15 h, primarily delivered via in-person workshops (n = 8/9). Instructional strategies frequently included interactive workshops, video-based simulation of student's performance and guided practice. Outcome measures focused on educators' self-reported confidence, knowledge gains and rating accuracy, with most studies reporting improvements. Results indicated that interactive, simulation-based workshops enhance educators' assessment skills, knowledge and confidence. However, important gaps remain regarding optimal programme length, pedagogical frameworks, translational of training into the work environment and longitudinal outcomes. Standardized, evidence-informed training is needed to ensure reliable PBA practices and maintain the integrity of competency-based education.

Assessing digital health curriculum needs: a mixed-methods study of student and faculty perspectives in a Singapore medical school.

Innovative Educational Technologies in Undergraduate Mental Health Nursing Education: A Scoping Review

The evidence showed that, virtual reality simulations with varying immersive abilities were the most popular innovative educational technology used in undergraduate mental health nursing education and both immersive and non‐immersive VRS were equally effective in improving student learning experiences compared to traditional learning modalities.