Background Mobile microlearning (MML) provides concise and engaging educational activities that correspond with various learning preferences and styles. Microlearning is defined as bite-sized instruction, with modules ranging from approximately 90 seconds to 5 minutes. To consider MML as a form of continuing professional development it is essential first to identify the learning preferences of a new generation of nurses entering the professional field of health care. Method This scoping review addresses generational learning preferences using current technological approaches to identify nurses' interest in using MML as a form of continuing professional development. Results A total of 34 articles were identified for this scoping review. Conclusion Little information was available on microlearning and nursing addressing both formal education and continuing professional development. Among the studies evaluated on MML for this project, a thread of discrepancy included (a) inconsistent definitions of time limitations, (b) the significance of MML for continuing professional development, and (c) application to knowledge translation and research dissemination. [ J Contin Educ Nurs. 2025;56(2):53–62.]
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Hilsmann et al. (2025) studied this question.
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