Exploring nutritional education in undergraduate nursing students: A scoping review

to systematically explore and map the extent, content and characteristics of nutrition education during undergraduate nursing programmes. Malnutrition is a major contributor to the global burden of disease and is linked to non-communicable diseases. Nurses play a key role in providing nutritional care, but research indicates that undergraduate nursing students often have insufficient nutritional knowledge. Strengthening nutrition education is essential to prepare nurses to deliver effective nutritional care and improve patient outcomes. A scoping review was conducted following the methodological framework proposed by Arksey and O'Malley and further refined by Levac et al. and reported in accordance with PRISMA-ScR guidelines. Five major databases (ERIC, Web of Science, Scopus, CINAHL and PubMed) were searched. Studies were selected based on predefined inclusion criteria and methodological quality assessed using the Mixed Methods Appraisal Tool and the Joanna Briggs Institute Critical Appraisal Tool. Eighteen studies published between 2015 and 2025 were included. Three main themes were identified: 1) Foundations of Nutritional Knowledge among Nursing Students, 2) Pedagogical Approaches to Nutrition Education and 3) Educational Outcomes and the Effectiveness of Interventions. Nursing students demonstrated insufficient nutritional knowledge. Participatory teaching strategies were more effective than traditional lectures in improving knowledge. Technological and interprofessional interventions increased engagement, understanding and collaboration, leading to improved preparedness for nutritional care. Undergraduate nursing students have significant gaps in nutritional knowledge. Enhancing curricula with active learning, clinical supervision and interprofessional approaches is essential to prepare students for effective nutritional care and to improve patient outcomes. • Most studies report inadequate nutrition knowledge among nursing students, highlighting persistent curricular gaps. • Active learning strategies—including debate-based learning, food diaries, and case-based approaches—are effective in improving nutrition competencies. • Integrating digital tools and interprofessional learning enhances student engagement and supports critical thinking in nutrition education. • The findings support urgent curricular reform to increase practical, clinically relevant nutrition training in nursing programs.