- Hannah Estby
- Summer 2026
Faculty instructor: Annette Jenkins, MN, RN CNE
Abstract
Wound care is a fundamental nursing responsibility, yet evidence suggests that many nurses and nursing students feel underprepared to provide evidence-based wound care because of inconsistent education and limited opportunities for hands-on learning. This educational gap contributes to lower confidence, reduced clinical competency, and variation in wound care practice. The purpose of this project was to address this gap by identifying evidence-based educational strategies that best support wound care knowledge, clinical skills, confidence, and competency among nursing students and practicing nurses. A scoping review of current peer-reviewed literature was conducted using CINAHL, PubMed, Embase, Cochrane Library, and the Washington State University library databases. Articles published primarily within the last five years were reviewed if they examined wound care or ostomy care education, nursing competency, confidence, simulation, orientation, or continuing education. Evidence was critically evaluated and amalgamated to identify recurring themes and educational recommendations. The literature consistently demonstrated that active learning strategies, including simulation, blended learning, hands-on practice, mentorship, and competency-based orientation improved nursing knowledge, confidence, and clinical competency more effectively than lecture-based instruction alone. These findings support incorporating evidence-based wound care education into undergraduate nursing curriculums, nurse orientation programs, and ongoing professional development. Future research should evaluate the long-term impact of these educational strategies on nursing competency and patient outcomes, particularly in medical-surgical and rural healthcare settings.
Keywords: wound care education, nursing competency, simulation, nursing orientation, continuing education