Application of New Technologies: Nurse Education

Gulati, Shalni

doi:10.1007/978-1-137-08846-8_2

Cited by 6 publications

(4 citation statements)

References 17 publications

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“…Such collaboration or interaction between learners and facilitators would influence an attitude of sharing knowledge, which is one of the crucial elements of e-learning's shared enterprise [69,70]. Gulati [71] further notes that e-learning often takes place through the reflection of workplace learning; therefore it might be viewed as constructivist e-learning. Holmes and Garder [1] referred to it as communal constructivism, arguing that within such a learning context and environment, "each member [learner or facilitator or both] learns with and from others, and contributes learning resources to others".…”

Section: Discussionmentioning

confidence: 99%

A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education

2020

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Background: Recently, much attention has been given to e-learning in higher education as it provides better access to learning resources online, utilising technologyregardless of learners' geographical locations and timescaleto enhance learning. It has now become part of the mainstream in education in the health sciences, including medical, dental, public health, nursing, and other allied health professionals. Despite growing evidence claiming that e-learning is as effective as traditional means of learning, there is very limited evidence available about what works, and when and how e-learning enhances teaching and learning. This systematic review aimed to identify and synthesise the factorsenablers and barriersaffecting e-learning in health sciences education (el-HSE) that have been reported in the medical literature. Methods: A systemic review of articles published on e-learning in health sciences education (el-HSE) was performed in MEDLINE, EMBASE, Allied & Complementary Medicine, DH-DATA, PsycINFO, CINAHL, and Global Health, from 1980 through 2019, using 'Textword' and 'Thesaurus' search terms. All original articles fulfilling the following criteria were included: (1) e-learning was implemented in health sciences education, and (2) the investigation of the factorsenablers and barriersabout el-HSE related to learning performance or outcomes. Following the PRISMA guidelines, both relevant published and unpublished papers were searched. Data were extracted and quality appraised using QualSyst tools, and synthesised performing thematic analysis. Results: Out of 985 records identified, a total of 162 citations were screened, of which 57 were found to be of relevance to this study. The primary evidence base comprises 24 papers, with two broad categories identified, enablers and barriers, under eight separate themes: facilitate learning; learning in practice; systematic approach to learning; integration of e-learning into curricula; poor motivation and expectation; resource-intensive; not suitable for all disciplines or contents, and lack of IT skills. Conclusions: This study has identified the factors which impact on e-learning: interaction and collaboration between learners and facilitators; considering learners' motivation and expectations; utilising user-friendly technology; and putting learners at the centre of pedagogy. There is significant scope for better understanding of the issues related to enablers and facilitators associated with e-learning, and developing appropriate policies and initiatives to establish when, how and where they fit best, creating a broader framework for making e-learning effective.

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Section: Discussionmentioning

confidence: 99%

A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education

2020

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“…The wider development of e-portfolios would have particular relevance for nurses who are required to evidence their practice learning and demonstrate achievement of core competencies. Wider availability of e-portfolios would enable online access to geographically disparate parties, allowing mentors, students and university staff to monitor and comment on the assessment more readily (Gulati, 2006;Gomez and Lush, 2006). Additionally, ebased portfolios can be used to submit a wide range of evidence to support outcome achievement, such as electronic links, photographs and video.…”

Section: Discussionmentioning

confidence: 99%

Issues with e-learning in nursing and health education in the UK: are new technologies being embraced in the teaching and learning environments?

Moule

Ward

Lockyer

2010

Journal of Research in Nursing

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In this paper we present aspects of a study that scoped e-learning implementation in nursing and health science disciplines throughout the UK and explored the factors affecting use. Data related to the use of technologies are presented here. While there are many drivers for the use of e-learning, the current scope of engagement in nursing and health science disciplines is unknown and variations in adoption have not been explored. A postal questionnaire sent to a purposive sample of 93 Higher Education Institutions (HEIs) obtained data from 25 universities (response rate of 28%) related to their uptake and development of e-learning. Questionnaire data was analysed using descriptive statistics. From this, nine HEIs were identified, reflecting a range of levels of engagement in e-learning. Data was collected through 35 staff interviews across the sites. Qualitative data from the interviews was transcribed to allow thematic analysis. Though e-learning adoption and use vary across the sector, the predominant learning and teaching engagement is instructivist and managed through a virtual learning environment. There is limited experimentation with e-learning and teaching use, linked to key centres of excellence and the efforts of ‘champions’. It is suggested that a more systematic approach to development and funding is required to achieve enhanced use of e-learning.

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“…This position exists as the development of the VLE has been technologically, rather than pedagogically driven. This criticism is levelled at the adoption of many new technologies in nursing and other fields, where features can be incorporated into educational delivery without consideration for the potential benefit to learning (Adams 2004, Hefce 2005, Gulati 2006).…”

Section: Introductionmentioning

confidence: 99%

Nursing and healthcare students’ experiences and use of e‐learning in higher education

Moule

Ward

Lockyer

2010

Journal of Advanced Nursing

115

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moule p., ward r. & lockyer l. (2010) Nursing and healthcare students’ experiences and use of e‐learning in higher education. Journal of Advanced Nursing 66(12), 2785–2795. Abstract Aim. This paper presents research on nursing and healthcare students’ experiences and use of e‐learning. Background. The inception of e‐learning in higher education is supported by a policy background and technological developments, yet little is known of student experience and use in the United Kingdom. Methods. Conducted in 2007 and 2008, this study employed a mixed methods approach. An initial quantitative questionnaire was completed by 25 Higher Education Institutions and nine case study sites were visited. In the sites 41 students took part in focus groups and 35 staff were interviewed. Findings. Twenty‐four Higher Education Institutions used a virtual learning environment and all respondents used e‐learning to enable access to course materials and web‐based learning resources. Three main themes were identified from student interviews, ‘Pedagogic use’; ‘Factors inhibiting use’ and ‘Facilitating factors to engagement’. Student’s main engagement with e‐learning was at an instructivist level and as a support to existing face‐to‐face modes of delivery. Student use of Web 2.0 was limited, although a number were using social software at home. Limited computer access, computing skills, technical issues and poor peer commitment affected use. Motivation and relevance to the course and practice, in addition to an appreciation of the potential for student‐centred and flexible learning, facilitated use. Conclusion. There is scope to broaden the use of e‐learning that would engage students in the social construction of knowledge. In addition, experiences of e‐learning use could be improved if factors adversely affecting engagement were addressed.

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Application of New Technologies: Nurse Education

Cited by 6 publications

References 17 publications

A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education

A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education

Issues with e-learning in nursing and health education in the UK: are new technologies being embraced in the teaching and learning environments?

Nursing and healthcare students’ experiences and use of e‐learning in higher education

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