TY - JOUR
T1 - Designing and delivering digital learning (e-Learning) interventions in nursing and midwifery education
T2 - A systematic review of theories
AU - O'Connor, Siobhán
AU - Wang, Yajing
AU - Cooke, Samantha
AU - Ali, Amna
AU - Kennedy, Stephanie
AU - Lee, Jung Jae
AU - Booth, Richard G.
N1 - Funding Information:
None.
Publisher Copyright:
© 2023 The Authors
PY - 2023/4/12
Y1 - 2023/4/12
N2 - Aims /ObjectivesTo identify and synthesise theories that support the design and delivery of digital learning interventions in nursing and midwifery education.BackgroundA range of educational and other theories are used to support nursing and midwifery education, including when e-learning interventions are being designed and delivered. However, there is a limited understanding of how theory is applied across the wide range of digital learning interventions to inform pedagogical research and practice.DesignA systematic review.MethodsCINAHL, ERIC, MEDLINE and PubMed were searched using key terms. Studies were screened by independent reviewers checking the title, abstract and full text against eligibility criteria. Due to the theoretical focus of the review, critical appraisal was not undertaken. Data were extracted and synthesised using a descriptive approach.ResultsThirty-four studies were included. Twenty theories were identified from a range of scientific disciplines, with the Technology Acceptance Model and Theory of Self-Efficacy employed most often. Theoretical frameworks were used to inform and explain how the digital learning interventions were designed or implemented in nursing and midwifery education. The sample were mainly undergraduate nursing students and the digital learning interventions encompassed animation, blended approaches, general technologies, mobile, online, virtual simulation and virtual reality applications which were used mainly in university settings.ConclusionsThis systematic review found a range of theories that support the design and delivery on digital learning interventions in nursing and midwifery education. While a single theory, the Technology Acceptance Model, tended to dominate the literature, the evidence base is peppered with numerous theoretical models that need to be examined more rigorously to ascertain their utility in improving the design or implementation of digital forms of learning to improve pedagogical research and practice in nursing and midwifery.
AB - Aims /ObjectivesTo identify and synthesise theories that support the design and delivery of digital learning interventions in nursing and midwifery education.BackgroundA range of educational and other theories are used to support nursing and midwifery education, including when e-learning interventions are being designed and delivered. However, there is a limited understanding of how theory is applied across the wide range of digital learning interventions to inform pedagogical research and practice.DesignA systematic review.MethodsCINAHL, ERIC, MEDLINE and PubMed were searched using key terms. Studies were screened by independent reviewers checking the title, abstract and full text against eligibility criteria. Due to the theoretical focus of the review, critical appraisal was not undertaken. Data were extracted and synthesised using a descriptive approach.ResultsThirty-four studies were included. Twenty theories were identified from a range of scientific disciplines, with the Technology Acceptance Model and Theory of Self-Efficacy employed most often. Theoretical frameworks were used to inform and explain how the digital learning interventions were designed or implemented in nursing and midwifery education. The sample were mainly undergraduate nursing students and the digital learning interventions encompassed animation, blended approaches, general technologies, mobile, online, virtual simulation and virtual reality applications which were used mainly in university settings.ConclusionsThis systematic review found a range of theories that support the design and delivery on digital learning interventions in nursing and midwifery education. While a single theory, the Technology Acceptance Model, tended to dominate the literature, the evidence base is peppered with numerous theoretical models that need to be examined more rigorously to ascertain their utility in improving the design or implementation of digital forms of learning to improve pedagogical research and practice in nursing and midwifery.
UR - http://www.scopus.com/inward/record.url?scp=85152254168&partnerID=8YFLogxK
U2 - 10.1016/j.nepr.2023.103635
DO - 10.1016/j.nepr.2023.103635
M3 - Review article
SN - 1471-5953
VL - 69
JO - Nurse Education in Practice
JF - Nurse Education in Practice
IS - 103635
M1 - 103635
ER -
