Educating the Digital Nurse

BACKGROUND: This scoping review examined how nursing informatics has been integrated into pre-licensure nursing education programs and how informatics competency has been assessed from 2017 to 2024. METHODS: Searches were conducted in MEDLINE and CINAHL in May 2024 for English language, peer-reviewed studies involving pre-licensure nursing students. Eligibility criteria included original research focused on informatics instruction or assessment. Two reviewers independently screened records; disagreements were resolved by a third reviewer. Methodological quality was assessed using the Joanna Briggs Institute tools. Data were extracted into a structured matrix and synthesized thematically. RESULTS: Twenty-three studies met inclusion criteria, featuring diverse designs and instructional strategies such as simulation-based learning (n=10), academic EHR integration (n=4), and peer-led instruction (n=3). Most studies used researcher-developed assessment tools (n=14), whereas standardized instruments were infrequently applied. Few studies explicitly aligned informatics instruction with clinical judgment frameworks. CONCLUSIONS: Findings indicate increasing, although inconsistent, integration of nursing informatics. Assessment practices lack standardization, and theoretical grounding is limited.