International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 8, Issue 1 (January-February 2026) Submit your research before last 3 days of February to publish your research paper in the issue of January-February.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 8 Issue 1
January-February 2026

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar UTeM - Universiti Teknikal Malaysia Melaka Wiki for Call for Papers WorldCat Zenodo

WEARABLE TECHNOLOGY AS A TEACHING TOOL: A STUDY ON NURSING SKILL

Author(s) Ms. Komal Kumari, Ms. Pratibha Thakur
Country India
Abstract Introduction: The integration of wearable technology in nursing education has opened new pathways because it integrates real-time feedback as well as simulates experiences, coupled with immersing learners to improve clinical skills. Institutions now use advanced tools such as augmented reality (AR) headsets, smartwatches, and biometric sensors to link theory with practice because graduates need real-world skills. Wearable technologies have been shown in studies to boost learner engagement and skill competence by up to 30%, but comprehensive proof of their usefulness is scarce and scattered. A thorough evaluation is required to assess their educational value and inform best practices in nursing education.
Objectives: The purpose of this study is to evaluate how well wearable technology may be used as a teaching tool to help nursing students improve their clinical and procedural abilities. It also aims to determine the kinds of wearable technology that are utilized, their influence on education, and the implementation difficulties that come with them.
Methodology: Databases like PubMed, Scopus, ERIC, and CINAHL were used to perform a systematic literature search for research published between 2010 and 2024. The inclusion criteria centered on peer-reviewed research assessing wearable technology use in nursing education with quantifiable results on clinical or educational performance, learner engagement and experience, or skill acquisition. PRISMA principles were followed in the review, and the Mixed Methods Appraisal Tool (MMAT) was used to evaluate the studies' quality. Because of differences in study design and results, a narrative synthesis was carried out.
Results: Out of 28 evaluated articles, 15 studies were chosen, involving approximately 1,200 nursing students from various academic and clinical training environments. Wearable technologies like AR smart glasses, haptic feedback gloves, and biosensor-enabled devices have shown gains in clinical accuracy, procedural confidence, and learner satisfaction. Most studies found that skill performance ratings improved by 20-35% when compared to traditional teaching approaches. Device costs, instructor preparation, and curricular integration were among the main hurdles. Institutional support and instructional design alignment were critical for successful adoption.
Conclusion: Wearable technology has a lot of potential to revolutionize nursing education as a teaching tool. Its application has been linked to increased learner confidence, better clinical performance, and more engagement. However, for adoption to be more widespread, obstacles including infrastructure, cost, and teacher readiness must be addressed. Researchers should further advise conducting more extensive, long-term studies to assess cost-effectiveness and long-term results.
Keywords Introduction: The integration of wearable technology in nursing education has opened new pathways because it integrates real-time feedback as well as simulates experiences, coupled with immersing learners to improve clinical skills. Institutions now use advanced tools such as augmented reality (AR) headsets, smartwatches, and biometric sensors to link theory with practice because graduates need real-world skills. Wearable technologies have been shown in studies to boost learner engagement and skill competence by up to 30%, but comprehensive proof of their usefulness is scarce and scattered. A thorough evaluation is required to assess their educational value and inform best practices in nursing education. Objectives: The purpose of this study is to evaluate how well wearable technology may be used as a teaching tool to help nursing students improve their clinical and procedural abilities. It also aims to determine the kinds of wearable technology that are utilized, their influence on education, and the implementation difficulties that come with them. Methodology: Databases like PubMed, Scopus, ERIC, and CINAHL were used to perform a systematic literature search for research published between 2010 and 2024. The inclusion criteria centered on peer-reviewed research assessing wearable technology use in nursing education with quantifiable results on clinical or educational performance, learner engagement and experience, or skill acquisition. PRISMA principles were followed in the review, and the Mixed Methods Appraisal Tool (MMAT) was used to evaluate the studies' quality. Because of differences in study design and results, a narrative synthesis was carried out. Results: Out of 28 evaluated articles, 15 studies were chosen, involving approximately 1,200 nursing students from various academic and clinical training environments. Wearable technologies like AR smart glasses, haptic feedback gloves, and biosensor-enabled devices have shown gains in clinical accuracy, procedural confidence, and learner satisfaction. Most studies found that skill performance ratings improved by 20-35% when compared to traditional teaching approaches. Device costs, instructor preparation, and curricular integration were among the main hurdles. Institutional support and instructional design alignment were critical for successful adoption. Conclusion: Wearable technology has a lot of potential to revolutionize nursing education as a teaching tool. Its application has been linked to increased learner confidence, better clinical performance, and more engagement. However, for adoption to be more widespread, obstacles including infrastructure, cost, and teacher readiness must be addressed. Researchers should further advise conducting more extensive, long-term studies to assess cost-effectiveness and long-term results. Keywords: Wearable technology, nursing education, clinical skills, simulation-based learning, teaching innovation, systematic review, healthcare innovation.
Field Medical / Pharmacy
Published In Volume 8, Issue 1, January-February 2026
Published On 2026-01-07
DOI https://doi.org/10.36948/ijfmr.2026.v08i01.65883
Short DOI https://doi.org/hbjmjp
View / Download PDF File

Share this



E-ISSN 2582-2160
CrossRef

CrossRef DOI is assigned to each research paper published in our journal.

IJFMR DOI prefix is
10.36948/ijfmr

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 7 Isu 6Cover Page Vol 7 Isu 5Cover Page Vol 7 Isu 4

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About IJFMR
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics
Peer Review & Plagiarism 		Join as a Reviewer
Editors & Reviewers
Reviewer Referral Program
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us +91-9687-828-838 editor@ijfmr.com