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Digital teaching in midwifery education since 2021: A literature review of trends, technological advancements and challenges
Journal article   Open access   Peer reviewed

Digital teaching in midwifery education since 2021: A literature review of trends, technological advancements and challenges

Michelle Gray, Kristina Vogel, Annette Bernloehr, Terri Downer, Melanie Welfare and Nicola H. Bauer
Nurse Education in Practice, Vol.94, pp.1-12
2026
DOI: https://doi.org/10.1016/j.nepr.2026.104900
PMID: 42335723
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1-s2.0-S1471595326002039-main1.02 MBDownloadView
Published Version Open Access CC BY V4.0

Abstract

Digital Pedagogy Midwifery Education Online Learning Innovations Technology-Enhanced Teaching
Aim To produce an updated synthesis of digital learning and teaching approaches in midwifery education since 2021. Background Globally, there is an increasing trend towards using digital technologies in midwifery education with little examination of trends, terminology or impact by midwifery academics. Design A comprehensive literature review. Methods Ten databases were searched (2021–March 2025) guided by JBI methodology and PRISMA-ScR reporting, resulting in 36 empirical studies focusing on digital technologies used with midwifery students. The review mapped recent technological developments, associated benefits and emerging challenges. Results Digital innovations were in 15 countries and ranged from immersive virtual reality, augmented and mixed reality and mobile applications to 2D/3D animations, tele simulation and digital books. Most studies highlighted positive outcomes, including enhanced knowledge acquisition, increased confidence and self-efficacy, reduced anxiety and improved clinical skill performance. Digital resources were also valued for supporting engagement, independent learning and bridging the theory–practice gap. Despite predominantly favourable results, challenges were identified, including cybersickness, technological barriers, insufficient digital literacy and high equipment costs. Concerns also emerged around the lack of pedagogical alignment, limited long-term knowledge retention, scalability constraints and inconsistent terminology, particularly the variable use of the term “virtual reality”. Conclusions Digital technologies are increasingly shaping midwifery education yet remain best positioned as supplementary tools rather than replacements for hands-on clinical learning. Findings identify the need for clearer terminology, stronger theoretical frameworks, sustainable implementation strategies and further research into long-term educational impact, resource demands and environmentally responsible use.

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