Nurse education today · 2026
A scoping review of biosensor use in healthcare professionals and education: Enhancing safety, well-being, and learning through technology.
СтатьяScoping ReviewНазвание и аннотация: Перевод в очереди
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Matson Olivia, Brennan Brittany A
Аннотация
AIMS: To examine how biosensor technologies are used to monitor physiological indicators such as stress, workload, and cognitive effort among healthcare professionals and students in educational and clinical training environments.
BACKGROUND: While biosensors are increasingly used in patient care, their application in healthcare education and professional development is less understood. These technologies can provide real-time, objective data on physiological and emotional responses, yet a consolidated understanding of their educational impact is lacking. This review addresses that gap by examining biosensor use among healthcare students and professionals.
DESIGN: A scoping review was conducted using the JBI methodology for scoping reviews and reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines.
DATA SOURCES: Five electronic databases-PubMed, CINAHL, ScienceDirect, ERIC, and Web of Science-were searched for peer-reviewed articles published in English between 2014 and 2025.
REVIEW METHODS: Studies were included if they focused on biosensor use involving healthcare professionals or students in either clinical or educational contexts. 26 studies met the inclusion criteria. Data were extracted using a structured template and analyzed thematically.
RESULTS: Biosensors such as wristbands, electromyography, smart glasses, galvanic skin response, and thermal imaging were used to monitor stress, heart rate, muscle exertion, and cognitive engagement. In educational settings, smart glasses enhanced satisfaction, skill performance, and self-reflection. Wristbands tracked physiological indicators of stress; EMG sensors measured muscle strain during clinical tasks; and thermal imaging detected facial temperature shifts associated with anxiety. One study used multimodal biosensors to assess emotional and cognitive learning responses.
CONCLUSIONS: Biosensors offer valuable applications in healthcare education and practice by providing data to support skill development, decision-making, and well-being. This review highlights a growing but fragmented evidence base. Future research is needed to guide the effective and ethical integration of biosensor technologies in healthcare education and workforce support.
BACKGROUND: While biosensors are increasingly used in patient care, their application in healthcare education and professional development is less understood. These technologies can provide real-time, objective data on physiological and emotional responses, yet a consolidated understanding of their educational impact is lacking. This review addresses that gap by examining biosensor use among healthcare students and professionals.
DESIGN: A scoping review was conducted using the JBI methodology for scoping reviews and reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines.
DATA SOURCES: Five electronic databases-PubMed, CINAHL, ScienceDirect, ERIC, and Web of Science-were searched for peer-reviewed articles published in English between 2014 and 2025.
REVIEW METHODS: Studies were included if they focused on biosensor use involving healthcare professionals or students in either clinical or educational contexts. 26 studies met the inclusion criteria. Data were extracted using a structured template and analyzed thematically.
RESULTS: Biosensors such as wristbands, electromyography, smart glasses, galvanic skin response, and thermal imaging were used to monitor stress, heart rate, muscle exertion, and cognitive engagement. In educational settings, smart glasses enhanced satisfaction, skill performance, and self-reflection. Wristbands tracked physiological indicators of stress; EMG sensors measured muscle strain during clinical tasks; and thermal imaging detected facial temperature shifts associated with anxiety. One study used multimodal biosensors to assess emotional and cognitive learning responses.
CONCLUSIONS: Biosensors offer valuable applications in healthcare education and practice by providing data to support skill development, decision-making, and well-being. This review highlights a growing but fragmented evidence base. Future research is needed to guide the effective and ethical integration of biosensor technologies in healthcare education and workforce support.