Teaching and learning methods for intraoperative nursing education in undergraduate nursing curricula: A scoping review

AIM: The aim of this scoping review is to explore contemporary teaching and learning methods used to deliver intraoperative content in undergraduate nursing curricula. BACKGROUND: Opportunities for intraoperative learning in undergraduate nursing programs vary across institutions and countries. Although the educational value is well recognized, access to consistent, high-quality intraoperative teaching and learning opportunities remains limited, which can restrict students' development of core knowledge and skills. DESIGN: A scoping review was conducted in accordance with the Joanna Briggs Institute and the Arksey & O'Malley frameworks. METHODS: Eight databases were systematically searched focusing on intraoperative nursing education methods published within the last 10 years. Two independent reviewers screened sources and extracted data. Data were summarized and mapped, with themes derived from frequencies and descriptive analysis. RESULTS: Forty-five articles met the inclusion criteria, identifying three overarching teaching and learning methods to deliver intraoperative nursing. These included theoretical (knowledge development), simulation (skill development) and professional/clinical placements (applying skills in practice). Most intraoperative content was offered through elective offerings, comprising a mix of theory and simulation approaches, with reported variability ranging from 10 to 210 h in an operating room setting. CONCLUSIONS: At present, there remains significant variability in intraoperative teaching and learning methods in undergraduate nursing programs. There are several opportunities to integrate intraoperative content in nursing curricula, with the potential to provide students with access to evidence-based intraoperative training, key skills and knowledge towards future graduate employment opportunities.