Purpose
This review presents a comprehensive overview of the utilization of educational technology for formative assessment in nursing education and proposes directions for its future application.
Methods
Arksey and O'Malley’s scoping review design was adopted. A total of 509 articles were retrieved in February 2025 from the Cumulative Index to Nursing and Allied Health Literature, the Cochrane Library, Embase, Education Resources Information Center, Scopus, PubMed, PsycINFO, and Web of Science databases.
Results
Twenty-five articles that conducted formative assessments utilizing educational technology among nursing students and nurses were analyzed. The analysis identified three key themes: educational technology, formative assessment, and educational feedback. Online platforms were the most frequently employed educational technology, while mobile applications have gained prominence since 2020. Formative assessment primarily evaluated knowledge in theoretical courses but has increasingly been used to evaluate skills in practicum settings since 2020. Immediate constructive feedback was provided by educators, peer learners, and non-human agents. Since 2020, feedback delivery has increasingly been automated through non-human agents, including artificial intelligence-based non-human agents.
Conclusion
This review, which focused on the implementation of educational technology-based formative assessment in nursing education, highlights the increasing adoption of non-human agents for delivering educational feedback in practicum courses. To strengthen educators’ competency in providing immediate and constructive educational feedback, sustained support from policymakers and educational institutions is required.

Purpose
This study aimed to review the effectiveness of delirium education programs for nurses in acute hospitals.
Methods
The inclusion criteria were studies on delirium education programs for nurses published in English and Korean from 2012 to 2022. A literature search was conducted in the RISS, KISS, DBpia, PubMed, CINAHL, PsycINFO, and Web of Science databases using the key words of "delirium", "nurse", and "education". Qualitative appraisal of studies was conducted using the revised Cochrane risk-of-bias tool for randomized trials (RoB 2) and the Risk of Bias in Non-randomized Studies of Interventions (ROBINS-I) tool translated by National Evidence-based Healthcare Collaborating Agency (NECA). For meta-analysis, the effect size of the intervention was calculated as standardized mean difference.
Results
Eighteen studies were selected for the systematic review. While the contents of the education programs were similar, the teaching methods were different. Interventions implemented included traditional learning, e-learning, and blended learning. Teaching methods of delirium education programs for nurses included lecture, discussion, practice, simulation, role-play, and coaching. The systematic review found that delirium education programs for nurses effectively increased post-intervention outcomes in 17 studies. Delirium education programs for nurses have benefits regarding delirium knowledge and performance. In four studies, delirium education program interventions improved delirium nursing performance (95% CI: 0.48~2.44, p=.003).
Conclusion
These results demonstrate the need for a standardized delirium education program. It is recommended that further studies evaluating the patient outcome effects of delirium education programs should be conducted.

Citations

• The influence of delirium knowledge, critical thinking disposition, and compassion competence on delirium nursing performance in general hospital clinical nurses: A cross-sectional descriptive study
  Hyang Sook Lee, Jeong Eun Yang
  Journal of Korean Gerontological Nursing.2025; 27(1): 95.     CrossRef
• Educational programs to improve nursing competency of patient- and family-centered care in intensive care units: A systematic review
  Youngshin Joo, Eugene Han, Yeonsoo Jang
  Nurse Education Today.2025; 151: 106699.     CrossRef
• Performance, Knowledge, and Barrier Awareness of Medical Staff Regarding the Prevention and Management of Pain, Agitation/Sedation, Delirium, Immobility, and Sleep Disruption in Adult Critical Care Patients: A Cross-Sectional Study
  Hyo-Geun Song, Duckhee Chae, Sung-Hee Yoo
  Korean Journal of Adult Nursing.2023; 35(4): 379.     CrossRef