Reverse Engineering: Strategy to Teach Evidence-Based Practice to Online RN-to-BSN Students

Active Learning in E-Learning Programs for Evidence-Based Nursing in Academic Settings: A Scoping Review

BACKGROUND

The use of e-learning in nursing education has increased substantially. The goal of this study is to identify how active e-learning for evidence-based practice (EBP) was implemented in academic settings.

METHOD

For a scoping review, literature from PubMed, CINAHL, and EMBASE was searched with keywords related to e-learning and EBP, and only articles pertaining to nursing academic settings were selected. Finally, 17 studies were included. Data on theories or instructional strategies and types and characteristics of online activities were extracted.

RESULTS

Of the included studies, 14 had a pedagogical background. Frequently used activities included discussions, asynchronous communications, and a combination of student-student and student-teacher interactions. Critical appraisal was the primary learning content.

CONCLUSION

This study summarizes evidence on active learning to enhance the EBP competency of nursing students through e-learning. To make EBP e-learning more meaningful, educators should plan, apply, and evaluate appropriate online activities. [J Contin Educ Nurs. 2021;52(9):407-412.].