Effects of E-Learning in a Continuing Education Context on Nursing Care: Systematic Review of Systematic Qualitative, Quantitative, and Mixed-Studies Reviews

E-learning is rapidly growing as an alternative way of delivering education in nursing. Two contexts regarding the use of e-learning in nursing are discussed in the literature: (1) education among nursing students and (2) nurses' continuing education within a life-long learning perspective. A s...

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Bibliographic Details
Published in:Journal of medical Internet research Vol. 21; no. 10; p. e15118
Main Authors: Rouleau, Geneviève, Gagnon, Marie-Pierre, Côté, José, Payne-Gagnon, Julie, Hudson, Emilie, Dubois, Carl-Ardy, Bouix-Picasso, Julien
Format: Journal Article
Language:English
Published: Canada Gunther Eysenbach MD MPH, Associate Professor 02.10.2019
JMIR Publications
Subjects:
Alternative approaches
Attitudes
Blended learning
CAI
Citation management software
Clinical outcomes
Computer assisted instruction
Continuing education
Cooperative learning
Criteria
Distance learning
Drugs
Evaluation
Internet
Intervention
Knowledge
Learning
Learning environment
Learning outcomes
Medical education
Medical personnel
Nurses
Nursing
Nursing care
Nursing education
Online instruction
Patients
Performance evaluation
Professional training
Qualitative research
Quantitative analysis
Registration
Review
Self-efficacy
Skills
Students
Systematic review
Teacher evaluations
Teaching
systematic review of systematic reviews
e-learning
continuing education
nurses
nursing care
ISSN:1438-8871, 1439-4456, 1438-8871
Online Access:Get full text
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Summary:E-learning is rapidly growing as an alternative way of delivering education in nursing. Two contexts regarding the use of e-learning in nursing are discussed in the literature: (1) education among nursing students and (2) nurses' continuing education within a life-long learning perspective. A systematic review of systematic reviews on e-learning for nursing and health professional students in an academic context has been published previously; however, no such review exists regarding e-learning for registered nurses in a continuing education context. We aimed to systematically summarize the qualitative and quantitative evidence regarding the effects of e-learning on nursing care among nurses in a continuing education context. We conducted a systematic review of systematic qualitative, quantitative, and mixed-studies reviews, searching within four bibliographic databases. The eligibility criteria were formulated using the population, interventions, comparisons, outcomes, and study design (PICOS) format. The included population was registered nurses. E-learning interventions were included and compared with face-to-face and any other e-learning interventions, as well as blended learning. The outcomes of interest were derived from two models: nursing-sensitive indicators from the Nursing Care Performance Framework (eg, teaching and collaboration) and the levels of evaluation from the Kirkpatrick model (ie, reaction, learning, behavior, and results). We identified a total of 12,906 records. We retrieved 222 full-text papers for detailed evaluation, from which 22 systematic reviews published between 2008 and 2018 met the eligibility criteria. The effects of e-learning on nursing care were grouped under Kirkpatrick's levels of evaluation: (1) nurse reactions to e-learning, (2) nurse learning, (3) behavior, and (4) results. Level 2, nurse learning, was divided into three subthemes: knowledge, skills, attitude and self-efficacy. Level 4, results, was divided into patient outcomes and costs. Most of the outcomes were reported in a positive way. For instance, nurses were satisfied with the use of e-learning and they improved their knowledge. The most common topics covered by the e-learning interventions were medication calculation, preparation, and administration. The effects of e-learning are mainly reported in terms of nurse reactions, knowledge, and skills (ie, the first two levels of the Kirkpatrick model). The effectiveness of e-learning interventions for nurses in a continuing education context remains unknown regarding how the learning can be transferred to change practice and affect patient outcomes. Further scientific, methodological, theoretical, and practice-based breakthroughs are needed in the fast-growing field of e-learning in nursing education, especially in a life-learning perspective. International Prospective Register of Systematic Reviews (PROSPERO) CRD42016050714; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=50714.
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ISSN:1438-8871
1439-4456
1438-8871
DOI:10.2196/15118