Podcasting in Nursing and Midwifery Education and Continuing Professional Development: A Scoping Review.

Background

Digital innovations have transformed health professions education, with podcasting emerging as a flexible, learner-centered educational modality. Podcasts support asynchronous, mobile, and self-directed learning, enabling access to educational content beyond traditional classroom environments. However, evidence regarding their effectiveness, integration strategies, and impact on educational and practice outcomes remains fragmented. Aim/

Objective

This review aimed to map the existing literature on the use of podcasting in nursing and midwifery education and continuing professional development (CPD), identify how podcasts are used, summarize reported benefits and limitations, and highlight gaps for future research.

Design

Scoping review.

Methods

A scoping review was conducted and reported following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guidelines. Eligibility criteria were developed using the Population-Concept-Context (PCC) framework to define the review scope. A comprehensive literature search was performed across PubMed/MEDLINE, Scopus, Embase, CINAHL, Google Scholar, ProQuest, and OpenGrey to identify studies published in English between January 2005 and December 2024. Two reviewers independently screened titles, abstracts, and full-text articles against the predefined eligibility criteria. Data were extracted using a standardized charting form, and the included studies were synthesized using descriptive statistics and thematic analysis to map the characteristics and educational applications. They reported outcomes of podcasting in nursing and midwifery education.

Results

Twenty-four studies were included. Podcasting was associated with enhanced learning flexibility, learner engagement, and knowledge retention in both academic and CPD contexts. It supported asynchronous and self-directed learning while reinforcing key concepts. Challenges included variable content quality, limited integration of assessment, and scarce evidence linking podcast use to clinical outcomes.

Conclusions

Podcasting is a promising adjunct to nursing and midwifery education and CPD. Formal integration into curricula and professional development frameworks is recommended. Further research should focus on longitudinal outcomes, low- and middle-income settings, and impacts on clinical practice and interprofessional learning.