{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,9]],"date-time":"2026-10-09T07:00:40Z","timestamp":1791529240990,"version":"4.3.4"},"reference-count":70,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2026,4,10]],"date-time":"2026-04-10T00:00:00Z","timestamp":1775779200000},"content-version":"vor","delay-in-days":9,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"},{"start":{"date-parts":[[2026,4,1]],"date-time":"2026-04-01T00:00:00Z","timestamp":1775001600000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Nursing Open"],"published-print":{"date-parts":[[2026,4]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Aim<\/jats:title>\n                    <jats:p>This systematic review provides an overview of digital strategies utilised to encourage undergraduate nursing students' engagement in online units of study throughout the COVID\u201019 pandemic.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>In nursing education, engagement was crucial in acquiring knowledge, skills, critical thinking and problem\u2010solving abilities. The COVID\u201019 pandemic forced schools and universities worldwide to quickly adapt from face\u2010to\u2010face learning to online platforms. While online teaching and digital technologies in education were not new, the urgency to create effective online learning opportunities that meet curriculum needs and maintain student engagement was particularly challenging for teaching staff and students.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Design: Review Methods<\/jats:title>\n                    <jats:p>The databases used were Embase, CINAHL, EMCARE, ERIC and BASE. The review was limited to English and literature published between January 2020 and September 2022 to capture the studies published around the COVID\u201019 lockdown. Three researchers independently completed the study selection, quality assessment and data extraction. Any discrepancies were resolved in a consensus\u2010building conversation.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Multiple strategies, such as simulations, gamification and telehealth role\u2010playing, effectively enhanced nursing students' online engagement during COVID\u201019. Instructor expertise, student\u2010centred approaches and reliable infrastructure emerged as pivotal.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>The COVID\u201019 pandemic accelerated the shift to online nursing education, highlighting the need for innovative strategies to sustain student engagement. Identifying the most effective pedagogical approaches, such as virtual simulations, gamification and experiential learning, will support future online learning. Integrating emerging technologies and student\u2010centred teaching methods will be crucial in preparing nursing students for clinical practice in a post\u2010pandemic world.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1002\/nop2.70528","type":"journal-article","created":{"date-parts":[[2026,4,11]],"date-time":"2026-04-11T03:10:18Z","timestamp":1775877018000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":3,"title":["Digital Strategies Utilised to Encourage Undergraduate Nursing Students' Engagement in Online Units of Study Throughout the\n                    <scp>COVID<\/scp>\n                    \u201019 Pandemic: A Systematic Review"],"prefix":"10.1002","volume":"13","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-0526-2539","authenticated-orcid":false,"given":"Chanchal","family":"Kurup","sequence":"first","affiliation":[{"name":"School of Nursing and Social Sciences Central Queensland University  North Rockhampton Queensland Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8449-376X","authenticated-orcid":false,"given":"Abigail","family":"Ford","sequence":"additional","affiliation":[{"name":"School of Nursing and Social Sciences Central Queensland University  North Rockhampton Queensland Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8991-6570","authenticated-orcid":false,"given":"Penny","family":"Heidke","sequence":"additional","affiliation":[{"name":"School of Nursing and Social Sciences Central Queensland University  North Rockhampton Queensland Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,4,10]]},"reference":[{"key":"e_1_2_14_2_1","doi-asserted-by":"publisher","DOI":"10.3390\/electronics12183953"},{"key":"e_1_2_14_3_1","doi-asserted-by":"publisher","DOI":"10.3390\/su131911070"},{"key":"e_1_2_14_4_1","doi-asserted-by":"publisher","DOI":"10.1111\/jcal.12569"},{"key":"e_1_2_14_5_1","doi-asserted-by":"publisher","DOI":"10.3389\/fpsyg.2022.889975"},{"key":"e_1_2_14_6_1","unstructured":"Australian Commission on Safety and Quality in Health Care.2017.\u201cNational Safety and Quality Health Service Standards.\u201dhttps:\/\/www.safetyandquality.gov.au\/sites\/default\/files\/migrated\/National\u2010Safety\u2010and\u2010Quality\u2010Health\u2010Service\u2010Standards\u2010second\u2010edition.pdf."},{"key":"e_1_2_14_7_1","doi-asserted-by":"crossref","unstructured":"Barlow M. 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