The Digital Shift in the Post-COVID Era: Evaluating the Impact of Web-Enabled Education on Cognitive, Affective, and Psychomotor Skill Enhancement in Gen 'Z' Nursing Students-A Systematic Review with meta-analysis.
Objective. This study evaluates the impact of digital educational technologies on nursing students' academic achievement and learning outcomes. Methods. A literature review was conducted to identify peer-reviewed articles published in English between 2020 and June 2024 in databases such as Web of Sc...
| Publicado en: | Investigación & Educación en Enfermería Vol. 43; no. 2; pp. 1 - 22 |
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| Autores principales: | , |
| Formato: | Artículo |
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Universidad de Antioquia, Facultad de Enfermeria
May-Aug2025
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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=lth&AN=187072195&site=ehost-live header: @attributes: shortDbName: lth uiTerm: 187072195 longDbName: MedicLatina uiTag: AN controlInfo: bkinfo: jinfo: jid: 01205307 Z0F jtl: Investigación & Educación en Enfermería issn: 01205307 maglogo: N pubinfo: dt: May-Aug2025 vid: 43 iid: 2 pid: 27382 pub: Universidad de Antioquia, Facultad de Enfermeria artinfo: ui: 187072195 10.17533/udea.iee.v43n2e09 ppf: 1 ppct: 21 formats: fmt: @attributes: type: P size: 1.7MB tig: atl: The Digital Shift in the Post-COVID Era: Evaluating the Impact of Web-Enabled Education on Cognitive, Affective, and Psychomotor Skill Enhancement in Gen 'Z' Nursing Students-A Systematic Review with meta-analysis. aug: au: Mathivanan, Joyce Robert Devi, Seeta affil: Nurse, Symbiosis College of Nursing, Symbiosis International (Deemed University), Pune, Maharashtra, India. su: Digital technology Educational outcomes Health occupations students Meta-analysis Decision making in clinical medicine Problem solving Nursing Teaching methods Psychology of movement Systematic reviews Simulation methods in education Online education Ability Academic achievement Curriculum planning Affect (Psychology) Learning strategies Clinical education Student attitudes COVID-19 Cognition Training Intergenerational relations Nursing students Critical thinking sug: subj: Digital technology Educational outcomes Health occupations students Meta-analysis Decision making in clinical medicine Problem solving Nursing Teaching methods Psychology of movement Systematic reviews Simulation methods in education Online education Ability Academic achievement Curriculum planning Affect (Psychology) Learning strategies Clinical education Student attitudes COVID-19 Cognition Training Intergenerational relations Nursing students Critical thinking keyword: clinical decision-making computer-assisted instruction educação em enfermagem educación en enfermería education, nursing educational technology estudantes de enfermagem estudiantes de enfermería instrução por computador instrucción por computador internet-based intervention intervenção baseada em internet intervención basada en la internet students, nursing tecnología educativa tecnologia educacional toma de decisiones clínicas tomada de decisão clínica educación en enfermería estudiantes de enfermería instrucción por computador intervención basada en la internet tecnología educativa toma de decisiones clínicas educação em enfermagem estudantes de enfermagem instrução por computador intervenção baseada em internet tecnologia educacional tomada de decisão clínica ab: Objective. This study evaluates the impact of digital educational technologies on nursing students' academic achievement and learning outcomes. Methods. A literature review was conducted to identify peer-reviewed articles published in English between 2020 and June 2024 in databases such as Web of Science, Science Direct, EBSCO, NLM/NIH/PMC and Scopus. This review compares the efficacy of digital educational interventions against control groups using Cochrane Collaboration's risk of bias (RoB) and Standardized Mean Difference (SMD) for outcome measurement, with results analyzed using RevMan Web. Results. This study analyzed fourteen randomized controlled trials involving 1611 participants. The meta-analysis found that digital educational technologies enhanced nursing students' cognitive skills (SMD=0.45; p<0.001), critical thinking and clinical decision-making skills (SMD=0.88; p<0.001), attitudes (SMD=0.94; p<0.001), and clinical skills (SMD=1.09; p<0.001) when compared to conventional instructional methods. Nevertheless, there was no statistically significant improvement in the problemsolving ability (SMD=1.00, p=0.07). Conclusion. Recent advances in digital technology provide a spectacular opportunity to improve healthcare practices for nurses and nursing students. Their integration can potentially increase educational and professional skills, quality of life, and patient satisfaction. Objetivo. Evaluar el impacto de las tecnologías educativas digitales en el rendimiento académico y los resultados de aprendizaje de los estudiantes de enfermería. Métodos. Se realizó una búsqueda bibliográfica para identificar artículos revisados por pares publicados en inglés entre 2020 y junio de 2024 en bases de datos Web of Science, Science Direct, EBSCO, NLM/NIH/PMC y Scopus. Esta revisión comparó la eficacia de las intervenciones educativas digitales frente a grupos de control, se evaluó el riesgo de sesgo (RoB) de la Colaboración Cochrane y la Diferencia de medias estandarizada (DME) para la medición de resultados. Resultados. Se analizaron catorce ensayos controlados aleatorios con 1611 participantes. El metaanálisis mostró que las tecnologías educativas digitales mejoraron las habilidades cognitivas de los estudiantes de enfermería (DME=0.45; p<0001), las habilidades de pensamiento crítico y toma de decisiones clínicas (DME=0.88; p<0001), las actitudes (DME=0.94; p<0001) y las habilidades clínicas (DME=1.09; p<0001) en comparación con los métodos de instrucción convencionales. Sin embargo, no hubo una mejoría estadísticamente significativa en la capacidad de resolución de problemas (DME=1.00, p=0.07). Conclusión. Los recientes avances en tecnología digital mejoraron significativamente las prácticas asistenciales de las estudiantes de enfermería y su integración puede aumentar potencialmente las competencias educativas y profesionales, la calidad de vida y la satisfacción de los pacientes. Objetivo. Avaliar o impacto das tecnologias educacionais digitais no desempenho acadêmico e nos resultados de aprendizagem de estudantes de enfermagem. Métodos. Foi realizada uma revisão bibliográfica para identificar artigos revisados por pares publicados em inglês entre 2020 e junho de 2024 em bases de dados como a Web of Science. Science, Science Direct, EBSCO, NLM/NIH/PMC e Scopus. Esta revisão compara a eficácia das intervenções educacionais digitais versus grupos de controle usando o risco de viés (RoB) e a diferença média padronizada (SMD) da Cochrane Collaboration para medição de resultados, com resultados analisados usando RevMan Web. Resultados. Quatorze ensaios clínicos randomizados com 1611 participantes foram analisados. A meta-análise mostrou que as tecnologias educacionais digitais melhoraram as habilidades cognitivas dos estudantes de enfermagem (SMD = 0.45; p<0.001), o pensamento crítico e as habilidades de tomada de decisão clínica (SMD = 0.88; p< 0.001), as atitudes (SMD = 0.94; p<0.001) e as habilidades clínicas (SMD = 1.09; p<0.001) em comparação com os métodos instrucionais convencionais. No entanto, não houve melhora estatisticamente significativa nas habilidades de resolução de problemas (SMD = 1,00, p = 0,07). Conclusão: Os avanços recentes na tecnologia digital melhoraram significativamente as práticas de saúde dos estudantes de enfermagem, e sua integração pode potencialmente melhorar as competências educacionais e profissionais, a qualidade de vida e a satisfação do paciente. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Investigación & Educación en Enfermería is the property of Universidad de Antioquia, Facultad de Enfermeria and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Investigación & Educación en Enfermería holder: Universidad de Antioquia, Facultad de Enfermeria dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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