Nurses' perspectives, attitudes and experiences related to e-learning: A systematic review
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(Published version)
Date
2023
Authors
Alfaleh, R.
East, L.
Smith, Z.
Wang, S.Y.
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Journal article
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Nurse Education Today, 2023; 125:105800-1-105800-15
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Reem Alfaleh, Leah East, Zaneta Smith, Shou-Yu Wang
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Abstract
Objective: To summarize the current evidence on registered nurses (RNs) perspectives, attitudes and experiences related to e-learning. Design: A systematic review of the literature. Data sources: The CINAHL, PubMed, Embase, the Cochrane Library, Scopus and Web of Science databases were searched for studies published in English from 2000 to 2021. Review methods: The study followed the 2020 Preferred Reporting Items for Systematic Reviews and Meta- Analysis (PRISMA) guidelines. Inclusion criteria comprised studies with cross-sectional, quasi-experimental, qualitative, and randomised control designs on the attitudes toward, perspectives and experiences of registered nursing about e-learning. Quality appraisal for each study, based on their designs, was assessed using the Joanna Briggs Institute (JBI) critical appraisal checklist. Data were synthesized using a narrative approach. Results: In the 15 included studies, 4 were high quality while 11 were moderate quality. Four themes were revealed in this review including e-learning approaches, facilitators of e-learning and barriers to e-learning barriers to e-learning among RNs and learning in practice barriers. Conclusions: The systematic review uncovered that E-learning is an effective method for integrating knowledge with practice and promoting professional development among RNs in healthcare settings. However, RNs may lack motivation to engage with E-learning and face challenges associated with user-friendly platforms.
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Available online 15 March 2023
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© 2023 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).