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.
A significant gap exists between Kenya's digital health policy ambitions and nursing graduates' competencies and context-appropriate digital tools are urgently needed.
Francisca Mibei, D. Ongori, D. Adero· International Journal of Dig...· 0 citations
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.
Sini Jacob, Sebastian Samuel, Greety Antony et al.· International Journal of Men...· 0 citations
Aim This scoping review aimed to systematically map the available literature on digital-facilitated spiritual care in clinical populations. Specific objectives were to: (1) identify target patient groups and geographical distribution of research; (2) describe intervention characteristics, delivery methods, and digital technologies used; and (3) summarize the assessment tools and reported outcomes described in the included studies. Methods The review was conducted in accordance with the Joanna Briggs Institute (JBI) methodology and reported following the PRISMA-ScR guidelines. A comprehensive search was performed across seven electronic databases (PubMed, Embase, Web of Science, CINAHL, PsycINFO, Cochrane Library, Scopus) and two grey literature sources (OpenGrey, ProQuest) from inception to June 2025. Studies were included if they involved digital delivery of spiritual care targeting patients with any clinical diagnosis. Two reviewers independently screened titles, abstracts, and full texts, with discrepancies resolved through consensus. Results From 7,091 identified records, 32 studies met the inclusion criteria. The majority (71.8%) were published after 2017, indicating rapid growth in the field. Geographically, the United States and China contributed nearly two-thirds of the studies. Cancer patients constituted the most frequently studied population. The included interventions were delivered through diverse digital modalities, including communication platforms, telephone-based approaches, video conferencing technologies, and specialized digital tools. FACIT-Sp was the most commonly used outcome measure. Several studies also integrated multiple digital technologies within a single intervention program. Conclusions Digital health technologies offer a promising approach to supporting spiritual care as part of holistic healthcare. This scoping review mapped the existing literature on digitally facilitated spiritual care in clinical populations, presenting the main characteristics and current trends of the field. Future research should expand to more diverse populations and cultural settings, thereby supporting the further development and broader application of digitally facilitated spiritual care.
Yun Chen, Ya Shi, Peiyu Sun et al.· Digital Health· 0 citations
A scoping review aims to identify shortcomings in theoretical and empirical modeling of nursing students’ interprofessional collaboration competence (ICC), informing the development of more effective educational interventions for the ICC of nursing students, and others.
Aldin Striković, Eveline Wittmann, Johannes Krell et al.· MethodsX· 0 citations
Summary Background Nurses contribute across the precision cancer care pathway, providing continuous, person-centred care and supporting genomic testing integration. However, the scope of nursing competencies required for precision cancer care and the extent to which current education prepares nurses for these roles remain unclear. This scoping review maps and synthesises evidence on nurses’ roles and competencies in precision cancer care, and educational provision in this field. Methods A JBI scoping review was conducted; MEDLINE, CINAHL, PsycINFO, Embase and Scopus were systematically searched on July 18th 2025. International postgraduate and continuing professional education programmes relevant to nurses were identified via a generative artificial intelligence grey literature search undertaken between July 25th and July 30th 2025. Data were synthesised using convergent integrated thematic synthesis. Findings Fifty-two publications were included, addressing nursing roles and/or competencies (n = 44) and educational interventions (n = 23). Sixty-five education programmes were identified. Five themes captured nursing roles: 1) genomic risk assessment and stratification; 2) genomic communication and shared decision-making; 3) precision cancer care pathway coordination and clinical navigation; 4) interprofessional collaboration and genomic service integration; and 5) professional governance, quality assurance, and advanced practice roles. Educational provision predominantly addressed foundational competencies, with less explicit preparation for roles requiring professional autonomy, interpretive expertise, leadership, and governance. Interpretation Alignment between nurses’ competency expectations and educational preparation is uneven. We propose a three-level model of precision cancer nursing practice to differentiate foundational capabilities from advanced practice roles, distinguishing precision-informed, enhanced, and specialist precision cancer nursing practice. Explicit mapping of postgraduate curricula to stratified competency levels may support safe expansion of nursing scope within mainstreamed genomic cancer care. Funding This research was supported with funding from the 10.13039/501100001638Dublin City University Undergraduate Summer Research Internship 2025, which supported AC’s time on the project. The authors alone are responsible for the content of this presentation.
Amanda Drury, Sarah Sheehan, Alicia Cunningham et al.· EClinicalMedicine· 1 citation
Abstract Background Objective structured clinical examinations (OSCEs) are a common assessment tool used to evaluate the application of clinical knowledge, clinical reasoning, competency-based performance, and professional behavior in health care education. Their development and facilitation are often included under the broader umbrella of simulation pedagogies. Despite their widespread adoption and the availability of guidelines, variability exists in approaches specific to OSCE development, implementation, and evaluation. Objective The purpose of this scoping review is to explore and describe the variability and similarities in OSCE development, implementation, and evaluation in nursing, midwifery, and medical education in the context of existing guidelines to inform future directive work in this area. Methods This review will follow the JBI methodology for scoping reviews, with searches conducted by a librarian familiar with the scoping review process. Records retrieved will be reported in accordance with the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews). Two reviewers will independently assess the records for inclusion against the defined criteria and extract data using an adapted JBI extraction form. The data will be charted using narrative summary text, tables, and figures. Results As of July 2026, a search for existing reviews in the PubMed, PROSPERO, Cochrane Database of Systematic Reviews, and JBI Evidence Synthesis databases has been conducted, yielding no current or in-progress reviews on our specific topic. An initial search feasibility assessment has been conducted to ensure sufficient articles for a robust review. Data collection, extraction, and analysis will be conducted over the 12 months following the literature search. The completed scoping review is anticipated to be submitted for publication in summer 2027. Conclusions This review will provide a comprehensive overview of how OSCEs are operationalized across nursing, midwifery, and medical programs. It will highlight emerging themes, key differences between guidelines and practice, and underresearched areas, informing future research and educational practice.
L. Creelman, James Lomen, Cheltey Berlinguette et al.· JMIR Research Protocols· 0 citations