Digital collaborative learning in nursing education: a systematic review

Abstract

Scand J Caring Sci; 2020; 34: 280-292 Digital collaborative learning in nursing education: a systematic review laborative learning environments in various nursing courses is recommended.

Nursing students’ experiences of nurse teacher mentoring and beneficial digital technologies in a clinical practice setting

“…The global trend in healthcare education includes modernizing learning environments as well as recognizing digitalization as an opportunity to improve current pedagogical approaches. Digital technology offers tremendous opportunities for making educational changes and considering the individual needs of students (Männistö et al, 2019a;Männistö et al, 2019b).…”

Health and Social Care Educators’ Competence in Digital Collaborative Learning: A Cross-Sectional Survey

“…However, in a recent study we found that health care students exposed to a digital collaborative learning intervention were less satisfied with their educational experience than peers exposed to traditional classroom learning (who engaged in less educator-independent group work), although they obtained higher grades (Männistö et al, 2019b). This highlights the complexity of digital collaborative learning and may be related to the competences of the health care educators involved, which warrants further attention.…”

“…Educators' perceptions were measured with a 1-to-4 Likerttype scale (1 = fully disagree, 2 = disagree to some extent, 3 = agree to some extent, 4 = fully agree). The items were developed based on two systematic reviews (Mikkonen et al, 2018, Männistö et al, 2019b) and a qualitative study (Mikkonen et al, 2019a). The items' content validity was tested by a panel of five experts including educators and researchers.…”

“…For competence in digitally mediated teaching, health and social care educators need understanding not only of the content but also how to present it, provide an appropriate digital environment for students to learn, collectively and individually, and exploit the unique learning affordances of online learning environments (Conceião & Taylor, 2007). Digital collaborative learning can considerably enhance students' learning outcomes (Männistö et al, 2019b). Moreover, nursing students taking an online course may self-reportedly work harder, and feel more like part of a group, than peers taking a traditional face-to-face course, taught by the same educator (O'Neil & Fisher, 2008).…”

“…International and national legislation has defined health and social care educators' competencies as including competence in creation and application of evidence-based theoretical and practical knowledge; relevant skills for working life; pedagogical competence in learning theories and use of digital options in different learning environments; curriculum planning, implementation, and evaluation; developing their own teaching methods and profession; management and leadership of organization and people; evaluation of students' learning; and generic skills including proficient consideration of ethical issues, communication, collaboration, selfdirection, decision-making, problem-solving, and critical thinking (Mikkonen et al, 2018; "Ethical Principles for the Teaching Profession," 2017; European Commission, 2017; National Qualifications Framework, 2017; Organisation for Economic Co-operation and Development, 2017; University of Applied Sciences Act 2014/932; World Health Organization, 2016). Health and social care scientists have published similar definitions of educators' competence (e.g., Salminen et al, 2013, Mikkonen et al, 2018, Männistö et al, 2019bTopping et al, 2015;Töytäri et al, 2016).…”