An Educational Approach to Online Learning Tools in Nursing Education Based on Functional Categories

As digital transformation accelerates in higher education, the strategic integration of information and communication technologies(ICT) has become essential for contemporary nursing pedagogy. This study addresses persistent structural challenges including high student-to-faculty ratios, limited clinical placements, and insufficient personalized feedback by systematically categorizing online learning tools used in nursing education and examining their pedagogical implications. A scoping review was conducted following the established frameworks of Arksey and O'Malley(2005) and Levac et al.(2010), with reporting aligned to PRISMA-ScR guidelines. Literature published between 2019 and 2024 was systematically searched across PubMed, CINAHL, and Embase, supplemented by targeted Google Scholar searches using tool-specific keywords. After applying inclusion criteria and removing duplicates, the researchers selected 13 studies for analysis. Data were extracted on tool functionality, educational context, and learning outcomes, and tools were classified into three functional categories: collaboration, formative assessment, and real-time interaction. Distinct pedagogical benefits emerged across tool types. Collaboration platforms such as Padlet and Allo fostered reflective practice and enhanced students' communication and empathy skills. Formative assessment tools including Kahoot and Quizizz increased learner motivation and engagement through interactive quizzes with immediate feedback. Real-time interaction tools like Mentimeter and Slido improved classroom inclusiveness and attention, particularly by facilitating dynamic participation in large-enrollment courses. This study provides nursing educators with a functional classification framework to guide tool selection based on specific learning objectives and educational contexts. The findings demonstrate that strategically integrated digital tools can effectively address structural constraints in nursing education while advancing learner-centered pedagogical approaches. Future research should empirically evaluate the long-term educational outcomes and sustained effectiveness of these tools across diverse learning environments.