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

McCutcheon, Karen; Lohan, Maria; Traynor, Marian; Martin, Daphne

doi:10.1111/jan.12509

Cited by 483 publications

(425 citation statements)

References 33 publications

(128 reference statements)

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“…The findings from our review of student skills are in keeping with a systematic review evaluating the impact of online or blended and face-to-face learning of clinical skills in undergraduate nurse education (McCutcheon, Lohan, Traynor & Martin, 2015). On the basis of 19 published papers, the authors concluded that online teaching of clinical skills was no less effective than traditional means.…”

Section: Discussionmentioning

confidence: 67%

A Systematic Review of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online, and Blended Formats on Student Skills and Views

Weightman¹,

Farnell²,

Morris³

et al. 2017

EBLIP

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212017 Weightman, Farnell, Morris, Strange, and Hallam. This is an Open Access article distributed under the terms of the Creative Commons-Attribution-Noncommercial-Share Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -Evidence from systematic reviews a decade ago suggested that face-to-face and online methods to provide information literacy training in universities were equally effective in terms of skills learnt, but there was a lack of robust comparative research. The objectives of this review were (1) to update these findings with the inclusion of more recent primary research; (2) to further enhance the summary of existing evidence by including studies of blended formats (with components of both online and face-to-face teaching) compared to single format education; and (3) to explore student views on the various formats employed.Methods -Authors searched seven databases along with a range of supplementary search methods to identify comparative research studies, dated January 1995 to October 2016, exploring skill outcomes for students enrolled in higher education programs. There were 33 studies included, of which 19 also contained comparative data on student views. Where feasible, metaanalyses were carried out to provide summary estimates of skills development and a thematic analysis was completed to identify student views across the different formats.Results -A large majority of studies (27 of 33; 82%) found no statistically significant difference between formats in skills outcomes for students. Of 13 studies that could be included in a metaanalysis, the standardized mean difference (SMD) between skill test results for face-to-face versus online formats was -0.01 (95% confidence interval -0.28 to 0.26). Of ten studies comparing blended to single delivery format, seven (70%) found no statistically significant difference between formats, and the remaining studies had mixed outcomes. From the limited evidence available across all studies, there is a potential dichotomy between outcomes measured via skill test and assignment (course work) which is worthy of further investigation. The thematic analysis of student views found no preference in relation to format on a range of measures in 14 of 19 studies (74%). The remainder identified that students perceived advantages and disadvantages for each format but had no overall preference.Conclusions -There is compelling evidence that information literacy training is effective and well received across a range of delivery formats. Further research looking at blended versus single format methods, and the time implications for each, as well as comparing assignment to skill test outcomes would be valuable. Future studies should adopt a methodologically robus...

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Section: Discussionmentioning

confidence: 67%

A Systematic Review of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online, and Blended Formats on Student Skills and Views

Weightman¹,

Farnell²,

Morris³

et al. 2017

EBLIP

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“…Motivação de alunos de enfermagem no uso das tecnologias da informação e comunicação Assim como no contexto internacional (4,13) , no (1)(2)(3)5,10,12) , também é válida a reflexão sobre a tangibilidade do cuidado e a necessidade da interação do estudante com outros profissionais e com o próprio paciente (4) , sobretudo na es- (5) . Não cabe, no espaço deste estudo, discutir a viabilidade de cursos integralmente baseados na EaD, prática não endossada pelo Ministério da Saúde e repudiada pelo Conselho de Classe (5) .…”

Section: Discussionunclassified

“…As propostas de EaD que aplicaram as TICs de forma inovadora e criativa apresentaram resultados positivos para o processo de ensino-aprendizagem (1)(2)(3) . No ensino de conteúdos clínicos, não há evidência de que o ensino a distância comprometa a aprendizagem ou tenha resultados diferentes da modalidade presencial (4) . No entanto, discute-se que o uso demasiado do modelo EaD nos cursos de Enfermagem, para além do limite de 20% da carga horária total do curso autorizada pelo Ministério da Educação brasileiro, pode comprometer a formação das competências profissionais, sobretudo nas dimensões técnicas e relacionais.…”

Section: Introductionunclassified

Motivação De Alunos De Enfermagem No Uso Das Tecnologias Da Informação E Comunicação

Oliveira

Souza

Pontes

et al. 2017

Rev. baiana enferm.

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<p>Objetivos: mensurar a motivação no uso de Tecnologia da Informação e Comunicação na Educação a Distância de alunos do curso de enfermagem e avaliar a interferência de características pessoais na motivação para o uso dessas tecnologias. Método: estudo transversal quantitativo com o uso da Escala de Avaliação de Fatores de Motivação com Relação à Integração das Tecnologias de Informação e Comunicação ao Ensino. Foram realizadas análises descritiva e inferencial. Resultados: a amostra de 188 alunos de graduação em enfermagem apresentou baixa média de motivação, com escore médio de 77,49 (±25,57). A desmotivação no uso da Tecnologia da Informação e Comunicação foi evidente e mais acentuada no sexo feminino. Conclusão: em geral, maior motivação foi encontrada em alunos viúvos ou separados e naqueles matriculados no quinto ou oitavo semestres.</p><p>Descritores: Educação a distância. Educação superior. Tecnologia educacional. Enfermagem.</p>

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“…"All forms of electronically supported or mediated learning and teaching" [30]. [4,12,42,[46][47][48] Face-to-Face learning "A learning process where learners and experts are present physically in same place at same time" [49]. [25,[49][50][51][52] Game-based learning " [It] refers to the borrowing of certain gaming principles and applying them to real-life settings to engage users" [53].…”

Section: Eai Endorsed Transactionsmentioning

confidence: 99%

Reimagine E-learning: a proposal for a 21st learning framework

Caporarello¹,

Giovanazzi²,

Manzoni³

2017

EAI Endorsed Transactions on e-Learning

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

Cited by 483 publications

References 33 publications

A Systematic Review of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online, and Blended Formats on Student Skills and Views

A Systematic Review of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online, and Blended Formats on Student Skills and Views

Motivação De Alunos De Enfermagem No Uso Das Tecnologias Da Informação E Comunicação

Reimagine E-learning: a proposal for a 21st learning framework

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