Emerging teaching methods in undergraduate nursing education (2015–2025): A systematic mapping review

BACKGROUND: Emerging teaching methods, including virtual and augmented reality, flipped classrooms, team-based learning, and game-based learning, are increasingly being utilized in undergraduate nursing education. However, the evidence remains diverse and fragmented, making it difficult to identify consistent patterns and research gaps. This systematic mapping review provides a comprehensive overview of the literature to inform future meta-analyses and research priorities. This review aimed to systematically map the scope, volume, and characteristics of research on four emerging teaching methods in undergraduate nursing education. DESIGN: Systematic mapping review conducted according to PRISMA-ScR guidelines. METHODS: Five databases (PubMed, Scopus, Embase, Web of Science, and CINAHL) were searched for studies published from January 2015 to October 2025. Eligible studies included quantitative and mixed-methods designs comparing virtual/augmented reality, flipped classrooms, team-based learning, or game-based learning with traditional methods among undergraduate nursing students. RESULTS: A total of 228 studies were included. Research output increased markedly after 2020, with approximately 75% of teaching-method classifications published during the last five years of the review period. The most frequently investigated methods were VR/AR (35.9%), followed by flipped classrooms (26.8%), game-based learning (21.6%), and TBL (15.6%). Most studies originated from Asia (51.3%), the Middle East (17.1%), and Europe (14.0%). Quasi-experimental designs predominated across teaching-method classifications (68.4%), whereas cohort and retrospective designs were comparatively uncommon. Knowledge acquisition was the most commonly assessed outcome, reported in 70.6% of studies, followed by skill performance (42.5%) and student satisfaction (40.4%). Affective and interpersonal outcomes, including engagement, teamwork, and critical thinking, were examined less frequently. CONCLUSION: Research on innovative teaching methods in undergraduate nursing education has expanded rapidly but remains geographically and methodologically uneven. The evidence base is dominated by technology-enhanced interventions and cognitive learning outcomes, whereas comparatively less attention has been paid to the affective, interpersonal, and collaborative dimensions of learning. Future research should employ more rigorous and contextually diverse designs to support a more comprehensive and globally representative evidence base.