Evidence map›Paper›PMID 37442970›Full record

ArticleBMC medical education2023

Asynchronous e-learning with technology-enabled and enhanced training for continuing education of nurses: a scoping review.

Rika Kimura, Mayumi Matsunaga, Edward Barroga, Naoko Hayashi

Abstract readScoping Review
PubMed Full text at PMC Publisher
In one paragraph

Article in BMC medical education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 21 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
21citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

21 citing papers in PubMed, 1 synthesis or guideline pooled it.

  1. Pooled it
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  14. Asynchronous Technical Feedback: A Workshop for Training Surgical Instructors.MedEdPORTAL : the journal of teaching and learning resources · 2025
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Rika KimuraDepartment of Adult Health Nursing, Graduate School of Nursing Science, St. Luke's International University, 10-1 Akashi-Cho, Chuo-Ku, Tokyo, 104-0044, Japan. rikakimura@slcn.ac.jp.ORCID http://orcid.org/0000-0001-9660-4471
Mayumi MatsunagaDepartment of Nursing, Faculty of Human Sciences, Sophia University, Tokyo, Japan.ORCID http://orcid.org/0000-0002-9073-9225
Edward BarrogaDepartment of Medical Education, Showa University School of Medicine, Tokyo, Japan.ORCID http://orcid.org/0000-0002-8920-2607
Naoko HayashiGraduate School of Nursing Science, St. Luke's International University, Tokyo, Japan.ORCID http://orcid.org/0000-0002-7058-692X

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundAsynchronous e-learning has become the mainstream choice since the transformation of learning formats by the coronavirus disease-19 pandemic. This scoping review aimed to examine the technologies used in asynchronous e-learning for the continuing education of clinical nurses and their modes of delivery and effectiveness.

methodsThis scoping review covered the period between 2011 and 2023. Six databases were searched for relevant studies following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews (PRISMA-ScR) protocol.

resultsSixty articles met the inclusion criteria. There was a noticeable trend toward using diverse technology-enabled and enhanced training (TEET) options after 2017. The enabling technological approaches, such as interactive online modules (25 articles) and video modules (25 articles), are described in the articles. The most commonly used enhancing technologies were scenario-based learning (nine articles), resource access (eight articles), computer simulation or virtual reality (three articles), and gamification (three articles). Among the outcomes, knowledge acquisition was the most commonly examined outcome (41 articles).

conclusionsNotably, many interactive TEET modules were used in asynchronous e-learning. There were few studies on gamification, computer simulation or virtual reality, and scenario-based learning (techniques to enhance intrinsic motivation further). However, the adoption of asynchronous e-learning with advanced TEET options is anticipated to increase in the future. Therefore, objective outcome measures are required to determine the effects of such learning methods on knowledge acquisition and behavioral changes.

Indexed as

Computer-Assisted InstructionCOVID-19NursesComputer SimulationEducation, ContinuingHumansAsynchronous e-learningClinical nursesContinuing educationTechnology-enabled and enhanced training

Identifiers

PMID37442970
PMCPMC10339492

What OpenQuestion holds

Textmetadata
LicenceCC BY
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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.