Mapping the digital evolution: a scoping review of technology-mediated reflective practice tools in nursing education and their links to foundational learning outcomes

Abstract

Background:

The digital transformation of nursing education requires understanding how technology reshapes reflective practice. Technology-mediated reflective practice (TMRP) tools are widely adopted, but their pedagogical applications and links to learning outcomes remain inadequately mapped. The aim of this review is to systematically map TMRP tools in nursing education and analyse their reported connections to foundational learning outcomes.

Method:

A scoping review guided by JBI methodology and PRISMA-ScR was undertaken. Data sources included: MEDLINE, CINAHL, Scopus, ERIC, PsycINFO and Web of Science (2000–2025). Two reviewers independently screened and extracted data using descriptive statistics and thematic analysis.

Results:

Sixty-eight studies identified seven TMRP tool categories: e-portfolios, blogs, video debriefing, VR, AR, mobile apps, and AI tools. Implemented across clinical, simulation, and classroom settings, tools were linked to cognitive (critical thinking), affective (professional identity), behavioural (communication), and metacognitive (self-awareness) outcomes. Benefits included accessibility and structured guidance; challenges involved equity, privacy, and educator readiness. Policy-related themes were identified, including the need for infrastructure investment, educator training, and ethical guidelines to support equitable and secure TMRP implementation.

Conclusion:

TMRP tools support nursing education outcomes, but evidence of long-term clinical impact is limited. Pedagogical intentionality is essential to ensure technology deepens rather than merely digitises reflection.