The 4IR in nursing education and its implications for theory-practice integration: A scoping review

Introduction: Despite the rapid global uptake of Fourth Industrial Revolution (4IR)-driven innovations in nursing education, their implications on theory-practice integration remains underreviewed, particularly in African contexts characterised by unique and uneven educational realities. Purpose: To scope the literature on 4IR-driven innovations in nursing education across Southern African countries and to illuminate their implications for theory-practice integration. Review question(s): What are the 4IR-driven innovations found in nursing education systems among Southern African countries? What are the implications of the 4IR-driven innovations for theory-practice integration in Nursing Education? Methods: A scoping review was employed following an integrated methodological framework for scoping reviews and the PRISMA for Scoping Review Checklist. The search was conducted across five databases: ScienceDirect (via Elsevier), Sage Journals, SCOPUS (via Elsevier), AJOL, and CINAHL (via EBSCOhost). A Six-phased thematic analysis approach was used. Results: Six studies were included. Three main themes emerged: 4IR-driven innovations as teaching and learning tools for the continuation of learning from theory to practice; mismatches in 4IR-driven innovations across didactic environments; and divergent digital practices across generational differences between educators and students. Conclusions: This review underscores that while 4IR-driven innovations are reshaping nursing education, their true value lies in their capacity to meaningfully bridge the theory-practice divide. Ensuring equitable implementation and contextual relevance is critical for preparing a nursing workforce that is not only technologically competent but also capable of delivering safe, ethical, and responsive care in increasingly digital healthcare systems.