Innovative strategies in oncology education for undergraduate students: a rapid systematic review

Aim: This rapid review was to inform the innovative strategies for teaching oncology to undergraduate nursing students. Background: Oncology nursing education has become a priority owing to the increasing demand for specialized, person-centered care. Oncology care is recognized as a complex and challenging area in clinical practice and in education, requiring students to possess not only technical knowledge but also communication skills, empathy and decision-making abilities in delicate situations. Design: A rapid systematic review was conducted in April 2025. Methods: Four databases were searched: PubMed, Web of Science, the Cumulative Index to Nursing and Allied Health Literature and SCOPUS. The included studies focused on innovative teaching strategies, in undergraduate oncology nursing education, were primary research and were written in English or Portuguese. The review was performed in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Study quality assessed using JBI guidelines. Results: Twenty-eight studies published between 1992 and 2025 were included in this review. The identified strategies comprised technological innovations (n = 15), such as clinical simulations, online educational programs and virtual reality; and non-technological approaches (n = 13), including case study analysis, concept mapping and multidisciplinary educational programs. Conclusions: The integration of technological and non-technological strategies has shown itself is beneficial. A combined approach enables students to develop a broad and diverse set of competencies in oncology, promoting a more complete and effective educational experience.