Innovative Models of Nursing Education in Higher Education Based on Knowledge Graphs: Review and Practice

Mingming Wang; Ana Libabel Ferreras

doi:10.71222/sh2tp031

Authors

Mingming Wang St. Paul University Manila, Manila, Philippines Author
Ana Libabel Ferreras St. Paul University Manila, Manila, Philippines Author

DOI:

https://doi.org/10.71222/sh2tp031

Keywords:

Nursing Education, Knowledge Graphs, Higher Education, Curriculum Design, Personalized Learning, Clinical Simulation, Interprofessional Collaboration

Abstract

This review examines innovative models of nursing education in higher education, with a focus on the conceptual and practical integration of knowledge graphs to support teaching and learning. As nursing education faces increasing challenges arising from rapidly expanding knowledge systems and complex clinical environments, traditional pedagogical approaches often struggle to ensure coherence between theoretical instruction and clinical practice. Knowledge graphs, by structurally organizing nursing knowledge and explicitly representing relationships among concepts, offer new possibilities for curriculum design, personalized learning, and clinical training. This paper reviews recent studies on the application of knowledge graphs in nursing and health-related education, with particular attention to curriculum mapping, adaptive learning pathways, and clinical simulation. The potential benefits and limitations of these approaches are discussed in comparison with conventional educational models. In addition, the role of knowledge graphs in supporting interprofessional collaboration and lifelong learning in nursing education is explored. The review concludes by outlining future research directions, including the need for standardized knowledge graph frameworks and systematic evaluation of their educational impact. Overall, this study highlights the potential value of knowledge graphs as an enabling approach for advancing nursing education in higher education.

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