Background:

Pedagogical methodologies are a critical factor in nursing students’ acquisition and development of skills. Nevertheless, the pedagogical methodologies used in family health nursing education are scattered in the literature.

Objective:

To map the pedagogical methodologies used in family health nursing education.

Review method:

Scoping review based on the principles advocated by the Joanna Briggs Institute. Two independent reviewers appraised the articles and extracted and synthesized data.

Presentation and interpretation of results:

Two studies were included in this review. Structured debriefing and dialogical narrative were used as pedagogical strategies. Both studies were implemented on undergraduate nursing students. One of the studies was conducted in a laboratory setting and the other in a laboratory setting and a real-life environment.

Conclusion:

Pedagogical methodologies and implementation contexts differ across studies. Further studies should be conducted on the pedagogical strategies used in family health nursing.

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