Table 1.

Characteristics of the included studies.

Author, year, and country	Study objectives	Population and sample size	Research focus or technological models	Design	Outcomes related to self-efficacy	Findings
Chang et al, 2022 [34], Taiwan	To enable students to learn and think deeply by interacting with a chatbot in the context of handling obstetric vaccine cases	N=36 EGa: n=18 CGb: n=18 Age: mean=21 years Sex: NRc	Nursing procedures or chatbot applying natural language processing	Nonrandomized controlled trial with quantitative and qualitative approach	Self-efficacy questionnaire based on Pintrich et al [42]. Individual interviews to investigate students’ perceived self-efficacy	Qualitative and quantitative data indicate that applying the mobile chatbot as a learning strategy enhanced nursing students’ self-efficacy
Egilsdottir et al, 2023 [39], Norway	To explore changes in nursing competence, factors associated with changes after clinical rotations, and whether an SMLTd supports changes in the confident use of B-PASe	N=171 Age: The median is between 21-25 years Sex: n=154 female	B-PAS or SMLT	Quantitative cohort study	Study-specific questionnaire to investigate students’ confidence in performing physical assessments	After the clinical rotation, both student groups reported changes in the confidence in performing B-PAS, with statistically significant moderate or large changes in all areas. Confidence in performing B-PAS, the usefulness of the SMLT, and a higher nursing competence at the start of clinical rotation were positively associated with overall nursing competence
Kim and Suh, 2018 [41], South Korea	To evaluate the effect on nursing students of an ICNSf mobile app	N=66 EG: n=34 Age: mean=22.6 years Sex: n=31 female CG: n=32 Age: mean=22.9 years Sex: n=29 female	Simulation of nursing procedures or ICNS app	Randomized controlled trial	SECPg instrument	The ICNS app enhanced students’ knowledge, self-efficacy, and nursing skills performance. The EG showed significantly more improved self-efficacy from before to after the intervention than the CG
Lee and Park, 2018 [37], South Korea	To examine the effect of flipped learning compared to traditional learning in a surgical nursing practicum	N=102 EG: n=51 Age: mean=22.5 years Sex: NR CG: n=51 Age: mean=22.5 years Sex: NR	Clinical practice in surgical nursing or flipped learning with e-learning content with smart learning tool	Two-arm, parallel, stratified group randomized trial	SECP instrument	Both groups showed improvement on all subscales of the SECP in the posttest, but no statistically significant differences were found between the group
Strandell-Laine et al, 2018 [40], Finland	To evaluate the effectiveness of a mobile cooperation intervention in improving students’ competence and self-efficacy and the quality of the CLEh	N=102 EG: n=52 Age: mean=22.9 years Sex: n=49 female CG: n=50 Age: mean=23 years Sex: n=45 female	Clinical practice or mobile app	Randomized controlled trial	SECP instrument	The results of overall competence, self-efficacy, and overall satisfaction with the CLE showed no significant differences between the groups
Wang et al, 2022 [38], China	To examine the effects of a mobile phone–based psychological intervention program on stress, anxiety, and self-efficacy among undergraduate nursing students during clinical practice	N=114 EG: n=57 Age: mean=22.9 years Sex: n=50 female CG: n=57 Age: mean=22.2 years Sex: n=47 female	Psychological intervention or mobile phone–based	Randomized controlled trial	General Self-Efficacy Scale	More significant improvements in stress, anxiety, and self-efficacy as well as more significant improvement in group-interaction time were observed in the EG than in the CG
Wang et al, 2023 [36], China	To develop and evaluate the effectiveness of an online 5-week professional identity program among nursing students in clinical internship practice during COVID-19 restrictions	N=111 EG: 56 Age: mean=21.3 years Sex: n=53 female CG: 55 Age: mean=21.3 years Sex: n=50 female	Professional identity or online program	Two-armed randomized controlled trial with quantitative and qualitative approach	Professional self-efficacy questionnaire for nursing students	For professional self-efficacy, the group effect, time effect, and group-by-time effect were not significant except for 1 factor related to the capacity for information collection and planning. Students stated that the program enhanced their professional belief, and they felt less stressed in adapting to the stressful atmosphere. The facilitator supported the participants’ experiences of internal self-motivation that led to active participation in the program. Building mutual trust and familiarity was essential for the group dynamic
Wu and Sung, 2014 [35], Taiwan	To assess the advantages of mobile devices and cloud learning in a public health practice course using Google+ as the learning platform and integrating various application tools	N=68 EG: n=32 Age: NR Sex: NR CG: n=36 Age: NR Sex: NR	Clinical practice in public health or Google+ as a learning management system	Nonrandomized pilot study with quantitative and qualitative approach	Computer self-efficacy instrument designed by Compeau and Higgins [43]	Most students had past computer experience and often searched for information on the internet. They were confident in computer use and displayed high self-efficacy. The analysis of learning effectiveness showed that students using Google+ had greater learning effectiveness than did those adopting traditional learning

^aEG: experimental group.

^bCG: control group.

^cNR: not reported.

^dSMLT: suite of mobile learning tools.

^eB-PAS: basic physical assessment skills.

^fICNS: interactive clinical nursing skills.

^gSECP: Self-Efficacy in Clinical Performance.

^hCLE: clinical learning environment.