Impact of e-learning on nurses' and student nurses knowledge, skills, and satisfaction: A systematic review and meta-analysis.
Objective: To review the impact of e-learning on nurses' and nursing student's knowledge, skills and satisfaction related to e-learning. Design: We conducted a systematic review and meta-analysis of randomized controlled trials (RCT) to assess the impact of e-learning on nurses' and nursing student'...
| Publicado en: | International Journal of Nursing Studies Vol. 51; no. 1; pp. 136 - 150 |
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| Autores principales: | , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Elsevier B.V.
2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104167320&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104167320 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00207489 JHV jtl: International Journal of Nursing Studies issn: 00207489 maglogo: N pubinfo: dt: 2014 vid: 51 iid: 1 pid: 82545 pub: Elsevier B.V. place: Philadelphia, Pennsylvania artinfo: ui: 104167320 92600917 10.1016/j.ijnurstu.2012.12.017 NLM23384695 104167320 ppf: 136 ppct: 14 formats: fmt: @attributes: type: P tig: atl: Impact of e-learning on nurses' and student nurses knowledge, skills, and satisfaction: A systematic review and meta-analysis. aug: au: Lahti, Mari Hätönen, Heli Välimäki, Maritta affil: University of Turku, Faculty of Medicine, Department of Nursing Science, Turku, Finland sug: subj: Computer-Assisted Instruction Education, Non-Traditional Education, Nursing Nursing Knowledge Student Knowledge Nursing Skills Student Satisfaction Outcomes of Education Funding Source Systematic Review Meta Analysis Randomized Controlled Trials Medline CINAHL Database Psycinfo ERIC Database Descriptive Statistics Students, Nursing Staff Nurses Confidence Intervals Data Analysis Software Teaching Methods Human ab: Objective: To review the impact of e-learning on nurses' and nursing student's knowledge, skills and satisfaction related to e-learning. Design: We conducted a systematic review and meta-analysis of randomized controlled trials (RCT) to assess the impact of e-learning on nurses' and nursing student's knowledge, skills and satisfaction. Electronic databases including MEDLINE (1948-2010), CINAHL (1981-2010), Psychinfo (1967-2010) and Eric (1966-2010) were searched in May 2010 and again in December 2010. All RCT studies evaluating the effectiveness of e-learning and differentiating between traditional learning methods among nurses were included. Data extraction and quality assessment: Data was extracted related to the purpose of the trial, sample, measurements used, index test results and reference standard. An extraction tool developed for Cochrane reviews was used. Methodological quality of eligible trials was assessed. Data synthesis: 11 trials were eligible for inclusion in the analysis. Results: We identified 11 randomized controlled trials including a total of 2491 nurses and student nurses'. First, the random effect size for four studies showed some improvement associated with e-learning compared to traditional techniques on knowledge. However, the difference was not statistically significant (p = 0.39, MD 0.44, 95% CI 0.57 to 1.46). Second, one study reported a slight impact on e-learning on skills, but the difference was not statistically significant, either (p = 0.13, MD 0.03, 95% CI 0.09 to 0.69). And third, no results on nurses or student nurses' satisfaction could be reported as the statistical data from three possible studies were not available. Conclusion: Overall, there was no statistical difference between groups in e-learning and traditional learning relating to nurses' or student nurses' knowledge, skills and satisfaction. E-learning can, however, offer an alternative method of education. In future, more studies following the CONSORT and QUOROM statements are needed to evaluate the effects of these interventions. pubtype: Academic Journal doctype: meta analysis research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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