Effects of burn care educational programs for nurses and nursing students: A systematic review.

AIM: To systematically review the characteristics and educational outcomes of existing burn care programs for nurses and nursing students. DESIGN: Systematic review. DATA SOURCES: Five databases (OVID, EMBASE, Cochrane Library, CINAHL, and PsycINFO) were searched with no date restrictions up to February 2025. Grey literature was explored through ProQuest for doctoral dissertations, as well as the reference lists of included studies. REVIEW METHODS: Two reviewers independently screened studies, extracted data, and assessed the risk of bias using validated tools. Discrepancies were resolved through discussion or consultation with a third reviewer. A narrative synthesis was conducted due to methodological heterogeneity. RESULTS: Eighteen studies met the inclusion criteria, most published after 2016 and conducted in high-income countries. Most interventions used lecture-based or simulation formats, often delivered in single sessions longer than three hours. Programs largely focused on clinical skills such as wound care, pediatric burn management, and referral systems. While most studies reported positive cognitive and affective outcomes, only eight assessed psychomotor skills, and among them, just three demonstrated improvements. Furthermore, only one study evaluated patient-level outcomes, such as pain and distress levels. CONCLUSIONS: Burn injuries remain a major global health concern yet burn care education within nursing curricula is fragmented and underprioritized. This review highlights the urgent need for sustained, learner-centered, and efficient programs integrating holistic competencies and validated assessments. Strengthening clinical preparedness through such initiatives, alongside robust policy support, is critical to improving outcomes with regard to burn care education and promoting global health equity.