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Background <p>Remote proctoring has become an essential tool for ensuring academic integrity during online assessments. Evidence highlights the use of several proctoring methods, such as live, AI-based, recorded, and hybrid systems. While these technologies offer significant benefits, they also present challenges, including technical issues, inadequate infrastructure, limited digital literacy, increased stress and anxiety, and privacy concerns.</p> Purpose <p>To map the evidence on the use of remote proctoring in the assessment of nursing students.</p> Methods <p>This scoping review employed the framework by Levac et al. (2010). Systematic searches were performed in CINAHL, MEDLINE, Emcare, Scopus, PsycInfo, and Web of Science, complemented by manual searches for studies published between 2015 and 2025. Of the 795 sources, six studies met the inclusion criteria and were included in the thematic analysis.</p> Results <p>Six studies included an aggregate total of 1,567 nursing students, with individual samples ranging from 17 to 970. The proctoring modalities included live online monitoring, AI-based automated or recorded systems, lockdown browsers, CCTV, and mobile invigilation applications. Remote proctoring was generally perceived as deterring cheating and supporting assessment continuity. Reported challenges included student anxiety, false positives, poor internet connectivity, device incompatibility, browser extension failures, environmental scan errors, device freezing, and incomplete recordings.</p> Conclusion <p>While remote proctoring can support academic integrity in online assessment, its implementation must balance exam security with student well-being, fairness, and equitable access to digital tools.</p>

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Under surveillance: mapping remote proctoring practices in the assessment of nursing students— a scoping review

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月20日

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  • Alexis Harerimana,
  • Ntombifikile Mtshali,
  • Gugu Mchunu

摘要

Background

Remote proctoring has become an essential tool for ensuring academic integrity during online assessments. Evidence highlights the use of several proctoring methods, such as live, AI-based, recorded, and hybrid systems. While these technologies offer significant benefits, they also present challenges, including technical issues, inadequate infrastructure, limited digital literacy, increased stress and anxiety, and privacy concerns.

Purpose

To map the evidence on the use of remote proctoring in the assessment of nursing students.

Methods

This scoping review employed the framework by Levac et al. (2010). Systematic searches were performed in CINAHL, MEDLINE, Emcare, Scopus, PsycInfo, and Web of Science, complemented by manual searches for studies published between 2015 and 2025. Of the 795 sources, six studies met the inclusion criteria and were included in the thematic analysis.

Results

Six studies included an aggregate total of 1,567 nursing students, with individual samples ranging from 17 to 970. The proctoring modalities included live online monitoring, AI-based automated or recorded systems, lockdown browsers, CCTV, and mobile invigilation applications. Remote proctoring was generally perceived as deterring cheating and supporting assessment continuity. Reported challenges included student anxiety, false positives, poor internet connectivity, device incompatibility, browser extension failures, environmental scan errors, device freezing, and incomplete recordings.

Conclusion

While remote proctoring can support academic integrity in online assessment, its implementation must balance exam security with student well-being, fairness, and equitable access to digital tools.