Evidence map›Paper›PMID 39261882›Full record

ArticleBMC nursing2024

Digital learning in nursing education: lessons from the COVID-19 lockdown.

Gro Gade Haanes, Etty Nilsen, Randi Mofossbakke, Marianne Wighus, Monika Ravik

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In one paragraph

Article in BMC nursing, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers.

0numbers the graph read from it
0cells of the map it votes in
16citing papers in PubMed
–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

16 citing papers in PubMed.

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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

5 authors.

Gro Gade HaanesFaculty of Health and Social Sciences, Institute for Nursing and Health Science, University of Southeastern Norway, Campus Bakkenteigen, Horten, 3184 Borre, Norway. groh@usn.no.ORCID http://orcid.org/0000-0001-5334-6193
Etty NilsenUSN Research Group of Clinical Competence, Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of Southeastern, University of Southeastern Norway, Porsgrunn, Norway.ORCID http://orcid.org/0000-0003-2769-675X
Randi MofossbakkeUSN Research Group of Clinical Competence, Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of Southeastern, University of Southeastern Norway, Porsgrunn, Norway.ORCID http://orcid.org/0000-0001-5900-0652
Marianne WighusUSN Research Group of Clinical Competence, Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of Southeastern, University of Southeastern Norway, Porsgrunn, Norway.ORCID http://orcid.org/0009-0008-3252-9554
Monika RavikUSN Research Group of Clinical Competence, Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of Southeastern, University of Southeastern Norway, Porsgrunn, Norway.ORCID http://orcid.org/0000-0002-1490-9341

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundThe COVID-19 pandemic necessitated a swift transition to e-learning, significantly impacting nursing education due to its reliance on practical, hands-on experiences and the critical role nurses play in healthcare. Nursing students need to achieve high levels of clinical competence through experiences traditionally obtained in clinical settings, which e-learning had to replicate or supplement. Understanding the unique challenges faced by nursing students in e-learning environments is crucial for developing educational strategies that enhance learning outcomes and contribute to improved patient care. This study aimed to explore the experiences of nursing students and newly qualified nurses (as students) with e-learning during the COVID-19 lockdown, focusing on how it influenced their learning and professional development.

methodThis exploratory and descriptive study employed qualitative interviews with 31 participants, including full-time nursing students, part-time nursing students, and newly qualified nurses (as nursing students). Conducted online via Zoom during February and March 2022.

resultsThe findings suggest that integrating small group interactions and employing strategic pedagogical support can enhance e-learning effectiveness. However, barriers such as technological difficulties, psychological challenges, and social isolation were also identified. Understanding these unique opportunities and challenges can help educational institutions optimize e-learning strategies, ensuring nursing students are well-prepared for their crucial roles in healthcare.

conclusionThe rapid shift to e-learning due to the COVID-19 pandemic presented challenges such as technological, psychological and social aspects, but also opportunities to rethink and enhance nursing education delivery. Implementing appropriate pedagogical e-learning strategies, such as scaffolding and small group learning, can better prepare nursing students for their essential roles in healthcare. This study contributes to the body of knowledge on digital education and provides a foundation for future research aimed at optimizing e-learning in nursing education.

Indexed as

COVID-19Digital educationE-learningHealthcare educationNursing educationPandemic impactRemote learningTransition to e-learning

Identifiers

PMID39261882
PMCPMC11391838

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

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.