Nursing and healthcare students' experiences and use of e-learning in higher education

E-learning & information communication technology (ICT) in nursing education: A review of the literature

OBJECTIVES

To examine primary research articles published between January 2001 and December 2012 that focused on the issues for students and educators involved with E-learning in preregistration nursing programs. The literature was systematically reviewed, critically appraised and thematically analyzed.

BACKGROUND

E-learning is arguably the most significant change to occur in nursing education since the move from hospital training to the tertiary sector. Differences in computer and information literacy for both students and educators influence the success of implementation of E-learning into current curricula.

DATA SOURCES

Online databases including CINAHL, MEDLINE, OVID, the ProQuest Central, PubMed, ERIC and Science Direct were used.

METHODS

The criteria used for selecting studies reviewed were: primary focus on electronic learning and issues faced by nursing students and/or nurse educators from undergraduate preregistration nursing programs; all articles had to be primary research studies, published in English in peer reviewed journals between January 2001 and December 2012.

RESULTS

Analysis of the 28 reviewed studies revealed the following three themes: issues relating to E-learning for students; use of information technologies; educator (faculty) issues involving pedagogy, workload and staff development in E-learning and associated technology.

CONCLUSION

The review highlighted that commencing preregistration nursing students required ongoing education and support surrounding nursing informatics. This support would enable students to progress and be equipped with the life-long learning skills required to provide safe evidence based care. The review also identified the increased time and skill demands placed on nurse educators to adapt their current education methodologies and teaching strategies to incorporate E-learning.

Medical universities educational and research online services: benchmarking universities' website towards e-government

Background:

Websites as one of the initial steps towards an e-government adoption do facilitate delivery of online and customer-oriented services. In this study we intended to investigate the role of the websites of medical universities in providing educational and research services following the E-government maturity model in the Iranian universities.

Methods:

This descriptive and cross- sectional study was conducted through content analysis and benchmarking the websites in 2012. The research population included the entire medical university website (37). Delivery of educational and research services through these university websites including information, interaction, transaction, and Integration were investigated using a checklist. The data were then analyzed by means of descriptive statistics and using SPSS software.

Results:

Level of educational and research services by websites of the medical universities type I and II was evaluated medium as 1.99 and 1.89, respectively. All the universities gained a mean score of 1 out of 3 in terms of integration of educational and research services.

Conclusions:

Results of the study indicated that Iranian universities have passed information and interaction stages, but they have not made much progress in transaction and integration stages. Failure to adapt to e-government in Iranian medical universities in which limiting factors such as users’ e-literacy, access to the internet and ICT infrastructure are not so crucial as in other organizations, suggest that e-government realization goes beyond technical challenges.

A systematic review evaluating the impact of online or blended learning vs. face-to-face learning of clinical skills in undergraduate nurse education

AIM

To determine whether the use of an online or blended learning paradigm has the potential to enhance the teaching of clinical skills in undergraduate nursing.

BACKGROUND

The need to adequately support and develop students in clinical skills is now arguably more important than previously considered due to reductions in practice opportunities. Online and blended teaching methods are being developed to try and meet this requirement, but knowledge about their effectiveness in teaching clinical skills is limited.

DESIGN

Mixed methods systematic review, which follows the Joanna Briggs Institute User guide version 5.

DATA SOURCES

Computerized searches of five databases were undertaken for the period 1995-August 2013.

REVIEW METHODS

Critical appraisal and data extraction were undertaken using Joanna Briggs Institute tools for experimental/observational studies and interpretative and critical research. A narrative synthesis was used to report results.

RESULTS

Nineteen published papers were identified. Seventeen papers reported on online approaches and only two papers reported on a blended approach. The synthesis of findings focused on the following four areas: performance/clinical skill, knowledge, self-efficacy/clinical confidence and user experience/satisfaction. The e-learning interventions used varied throughout all the studies.

CONCLUSION

The available evidence suggests that online learning for teaching clinical skills is no less effective than traditional means. Highlighted by this review is the lack of available evidence on the implementation of a blended learning approach to teaching clinical skills in undergraduate nurse education. Further research is required to assess the effectiveness of this teaching methodology.

Tutors' opinions of suitability of online learning programmes in continuing professional development for midwives

BACKGROUND

Online learning is frequently used in continuing professional development for qualified nurses and midwives. It is frequently assumed that the same package is appropriate for different groups of learners and that by reducing the need for tutorial input, tutorial time is saved.

OBJECTIVES

We evaluated the suitability of an online learning resource for suitability in continuing professional development for midwives. Originally developed for use as part of a work-based package for a specific audience, there had always been plans for more general use of the resource with other groups of health workers.

DESIGN

Sequential mixed methods study.

SETTING

English universities.

PARTICIPANTS

Seventy university tutors.

METHODS

Online questionnaire and in-depth interviews.

FINDINGS

Tutors did not consider that the online learning materials would be suitable for a wider audience without significant adaptation. They thought that uptake would increase need for tutorial input.

CONCLUSION

Our findings demonstrate the pitfalls of removing learning from the context of practice. Technology customised to meet the needs of one group of learners probably does not have the potential for transfer to another group without significant adaptation. Those responsible for designing e-learning should take into account the needs of all the different audiences for whom the resource is intended from the outset, with consideration for the context in which learning will be applied to practice and how students will be supported. If the same package is to be used by different audiences and in different settings, tutors and students will require explicit instructions of how they should use the resource and depth of knowledge and level of competency that should be attained at the conclusion of the programme.

Using e-learning to support clinical skills acquisition: exploring the experiences and perceptions of graduate first-year pre-registration nursing students - a mixed method study

BACKGROUND

Clinical skills education must accommodate the different needs of nursing students, particularly in view of increasing numbers of graduate entrants. E-learning has been promoted for its ability to engage learners and customise the learning process and evidence supports its use for clinical skill acquisition. However, graduate nursing students have unique needs, and their perceptions and experiences of e-learning require exploration.

AIM

The aim of the study was to explore graduate first year nursing students' perceptions and experiences of e-learning when used to supplement traditional methods to learn clinical skills.

DESIGN/METHOD

Mixed methods, employing qualitative and quantitative approaches, were used. Eighty-three (46%) participants were recruited from a cohort of graduate students (n=180) enrolled in an accelerated pre-registration nursing programme. Participants completed e-learning educational materials prior to attendance at clinical skills sessions. Focus groups (n=2) explored participants' (n=15) experiences and perceptions of e-learning and identified common issues. Discussions were transcribed verbatim and analysed using a thematic approach. Findings informed the development of a questionnaire which sought to confirm perceptions of e-learning and the perceived value for clinical skills acquisition in the larger student group. Data from questionnaires (n=83) were analysed using descriptive statistics.

RESULTS/DISCUSSION

Students found e-learning valuable for developing clinical skills and, although they viewed it positively, they did not want to relinquish conventional teaching methods, preferring both in combination. Video clips were perceived as the most useful feature while online readings were viewed as the least useful. An underestimate of time requirements, navigational issues and technical difficulties were reported frustrations.

CONCLUSION

Although limited by potential volunteer bias, findings contribute to the ongoing discourse on how e-learning can support clinical skills education and provides insights from the perspective of graduate nursing students. E-learning does not suit the needs of all learners. This must be recognised to enhance the learning experience.

The nursing students' attitude toward using blogs in a nursing clinical practicum in Taiwan: a 3-R framework

BACKGROUND

Some nursing educators have been using blogs as a channel to reflect on, share, and discuss questions and ideas for educational purpose. There were not many studies focused on the application of blog technology to the professional development of nursing education in Taiwan.

OBJECTIVES

The major goal of this study was to use a blog platform for students, writing their reflection notes, and observing the feedbacks from peers during their clinical practicum. Then we tried to probe the nursing students' attitude toward adopting 3-R categories based blog, which included wRiting reflection notes, Reading peers' notes, and Receiving peers' feedback.

PARTICIPANTS

Of the 179 fourth grade from one five-year technical college students enrolled in a clinical practice course in Taiwan were used as a pool of sampling. Four-eight students were invited by the researcher to take part in this project.

RESULTS

90% of the participants agreed that blogs provided them with opportunities to share personal experiences with others. 81% of them valued that blogs provided opportunities to offering encouragement and emotional support to their peers. A majority of the participants believed that reading peers' journals was helpful in enhancing their professional development. In addition, all of them agreed that reading peers' journals can help them understand their peer's viewpoints. Most of the participants agreed that they were benefited through receiving feedbacks on the blogs. About 98% of them agreed that feedbacks can promote interaction with peers.

CONCLUSIONS

The findings of this study generally indicated the participants' positive attitude toward using blogs in their clinical practicum. A majority of the participants also claimed that blogs provided them the opportunities to share personal experiences with their peers as well as to see things from their peers' viewpoints. They believed that reading peers' notes was helpful in enhancing their professional development. In addition, most of them agreed that receiving feedbacks could promote in-depth reflections; therefore, they were encouraged to write more reflective notes. Thus, future clinical practicum design should exert efforts to foster students' collaboration, reflections, and dialogues by providing blog platform.

'Moving with the times' taking a glocal approach: a qualitative study of African student nurse views of e learning

BACKGROUND

Information technology is a rapidly increasing means of communication in education and healthcare. This is also true in low resource settings, where electronic communication provides an opportunity for sharing information about health and wellbeing and enhancing learning for healthcare professionals.

METHODS

A qualitative study whereby 51 year 3 and 4 student nurses at the University of Nairobi participated in 5 focus group discussions. Data were recorded, transcribed verbatim and analyzed using a framework approach.

RESULTS

Four main themes were identified, 'moving with the times', 'global networking', 'inequity as a barrier' and 'transfer of internet learning into practice'.

CONCLUSIONS

Information technology is already integral to students' lives both personally and professionally and the students had a strong desire to find out what is happening globally. The familiarity of the internet contributes to the acceptance of e-learning programs as part of educational curricula. Students felt that e-learning 'is here to stay' and wanted to 'embrace the concept.' E-learning was generally welcomed however students suggested that it should be 'supplementary' to face-to-face learning. In order to incorporate e-learning ethically in low resource settings, resources should be sustainable, for example CDROMs and DVDs which are not dependant on internet access. Researching the views of qualified midwives might be the next step in promoting this valuable teaching method.