In this study, a synthesis review of the studies published in Elsevier's Scopus database from 1985 to 2017 was conducted to analyze the technology-based learning of newly graduated nurses, including the software and technologies adopted, course content, teaching strategies, research issues, care units, and so on. From the review results, it was found that the training of basic clinical skills without distinguished course content is mainly emphasized in the technology-based course content for newly graduated nurses. It was also found that situated learning and guided learning account for the majority of clinical teaching strategies in technology-based learning, while several strategies were seldom adopted. This also reflects the fact that most of these studies focus on clinical skills training and knowledge comprehension, while few consider learners' higher order thinking competences. Through understanding the application situation around the globe, this study can serve as guidance for training newly graduated nurses. Apart from enhancing the relevant software and technologies, diverse teaching strategies can be applied in different course content and in the discussion of issues, which would be conducive to developing relevant issues in the future.