Iranian Journal of Nursing and Midwifery Research1735-906631220260517175184EN1. Department of Medical Education, School of Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, Tehran, Iran, 2. Department of Nursing, Shoushtar University of Medical Sciences, Shoushtar, Iran,Department of Medical Education, School of Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, Tehran, Iran,Department of Medical Education, School of Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, Tehran, Iran,Department of Management, South Tehran Branch, Islamic Azad University, Tehran, Iran,4Department of Nursing, Abadan University of Medical Sciences, Abadan, Iran,5Department of e-Learning in Medical Sciences, School of Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, Tehran, Iran2026051320260513<p><strong>Abstract</strong></p><p><strong>Background: </strong>Nursing professionals require practical clinical skills to ensure patient‑centered and safe care. Traditional teaching methods face challenges, such as limited student engagement and resource intensity, prompting a shift toward integrating technology into clinical nursing education. This scoping review aims to explore and categorize technological innovations used in teaching clinical nursing skills, thereby supporting nursing educators and policymakers. <strong>Materials and Methods: </strong>Following Arksey and O’Malley’s five‑stage scoping review methodology and PRISMA‑ScR guidelines, we conducted a systematic literature search across MEDLINE, EMBASE, Scopus, WoS, CINAHL, ERIC, and PsycINFO databases. Inclusion criteria encompassed studies from 1995 to 2023 focusing on technology used to teach clinical nursing skills to students or nurses. The data from 58 studies were charted and synthesized through template analysis to identify key technological features. <strong>Results: </strong>The review identified seven primary categories of technological features: Content, accessibility, learning environment, usability, pedagogical approach, security, and ethical issues. Mobile applications, virtual simulations, and educational videos were the most frequently employed technologies. Findings highlight how these tools enhance skills acquisition, accessibility, and user engagement while raising ethical considerations, particularly around privacy and data security. <strong>Conclusions: </strong>Integrating educational technologies into nursing curricula has demonstrated significant potential to enhance clinical skill development. However, successful adoption necessitates addressing ethical issues and balancing technology with traditional teaching methods. Future research should examine the long‑term impact of these innovations on clinical competence and explore strategies to mitigate ethical concerns.</p><p> </p>http://ijnmr.mui.ac.ir/index.php/ijnmr/article/view/2355http://ijnmr.mui.ac.ir/index.php/ijnmr/article/download/2355/70707945