Teaching methods in wound care in nursing education: A scoping review

Abstract

<h3>Background</h3><p>In wound care education, there is evidence of competence areas and learning goals. However, evidence of teaching methods needs to be determined.</p><h3>Aim</h3><p>To describe the teaching methods used in wound care education for nursing professionals and students, and to describe how these methods affect or are related to their competence and other outcomes in wound care and prevention.</p><h3>Methods</h3><p>The scoping review followed JBI methodology. Two researchers searched databases including MEDLINE (PubMed), CINAHL (EBSCO), Cochrane Library, Scopus, and ERIC in November 2024. Evidence was selected by screening titles and abstracts, and then reviewing full texts. Evidence was categorised by themes, with outcomes summarised narratively. The search was updated in March 2026.</p><h3>Results</h3><p>The authors of the 48 articles focused on undergraduate nursing education and pressure ulcer prevention. The six main teaching methods were: technology-enhanced methods, gaming, lecturing, simulation, reflective methods, and workshops. Simulation was most common. Teaching methods indicated mainly positive results, although some outcomes showed no change in students' or professionals' wound care competence.</p><h3>Conclusions</h3><p>All teaching methods resulted in positive outcomes in at least one dimension of competence among nurses and students. Nurse educators can use these to enhance knowledge and skills. However, findings should be interpreted cautiously due to the scoping nature of the review.</p>