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Abstract
Introduzione. L'obiettivo di questa overview delle revisioni è quella di fornire un quadro dei vantaggi e degli svantaggi sull'utilizzo dell'e-learning in ambito accademico per la professione infermieristica. Per e-learning (letteralmente "apprendimento elettronico") si intende l'insieme di tutte quelle metodologie e strategie didattiche finalizzate alla distribuzione di attivití formative, informative e di aggiornamento tramite l'uso delle tecnologie multimediali e della rete internet. Metodo. E' stata effettuata una ricerca bibliografica delle revisioni sistematiche e integrative sulle banche dati PubMed/MEDLINE, Ebsco-CINAHL nel periodo 2003-2013 relativa all'e-learning per la formazione accademica nel settore infermieristico Risultati. L'interrogazione delle banche dati selezionate per le revisioni pubblicate nel periodo 2003-2013 ha riportato 9732 articoli. Dopo la riduzione dei duplicati, applicando limiti temporali e parametri di inclusione/esclusione e a seguito della valutazione delle revisioni attraverso la check-list AMSTAR, sono stati incluse 22 revisioni. I lavori esaminati hanno consentito di ripartire in diverse aree le tematiche trattate: la popolazione di studio (studenti e docenti)"ˆle metodologie (blended learning, Game/3D/situated learning) e le valutazioni (tecnologie informatiche, apprendimento/gradimento, confronto dell'e-learning con il metodo tradizionale) Conclusioni: Questa overview dimostra che l'e-learning per la formazione accademica nel settore infermieristico rappresenta un'alternativa valida se ben strutturata e modulata, per parte delle attivití didattiche in presenza, con conseguenti economie di scala. E' richiesta tuttavia una concordanza tra metodo e percorso formativo ed è necessario un adeguato training per i formatori.
Parole chiave: e-learning, infermieristica, formazione universitaria, overview delle revisioni
ABSTRACT
Introduction. The increasing use of digital technologies and e-learning in nursing education and the health professions was also reflected in the time to many studies and reviews. The aim of this overview was to analyze education through e-learning technologies for nursing and health professional students. Method. A comprehensive search of literature was conducted using database PubMed/MEDLINE, Ebsco/CINAHL, 2003-2013. Results: The search strategy resulted in the inclusion, in first instance, of 9732 items. After the reduction of duplicates, applying limits and other parameters of inclusion/exclusion and, at the end, evaluation of quality through AMSTARD check list, we included in this overview, 22 reviews. The analized reviews were allowed to spread in different topic areas: study population (students and faculty), e-learning methods (blended learning Game/3D/situated learning) and evaluation (information technology, learning satisfaction comparison of e-learning with the traditional teaching methods) Conclusions: This overview demonstrates that e-learning in nursing academic education is a valid alternative to traditional learning. If e-learning activities are well structured and modulated, some advantages and economies are clear possible. Regard effects of e-learning on the improvement of ability, data are at the momenti limited when compared to traditional learning. Often e-learning appear as an adjunct respect traditional learning, but is necessary consider e-learning and digital tecnology as priority for the future of education of nursing students.
Keywords: e-learning, nursing education, academic, overview of review
Dettagli dell'articolo
Riferimenti
- Ainsley B., Brown A. (2009). The impact of informatics on nursing education: a review of the literature. The Journal of Continuing Education in Nursing, 40(5):228-32.
- Bloomfield JG., While AE., Roberts JD. (2008). Using computer assisted learning for clinical skills education in nursing: integrative review. Journal of Advanced Nursing, 63(3):222-35. doi: 10.1111/j.1365-2648.2008.04653.x.
- Blouin RA., Riffee WH., Robinson ET., Beck DE., Green C., Joyner PU., Persky AM., Pollack GM. (2009). Roles of innovation in education delivery. American Journal of Pharmaceutical Education, 73(8):154.
- Booth A., Carroll C., Papaioannou D., Sutton A., Wong R. (2009). Applying findings from a systematic review of workplace-based e-learning: implications for health information professionals. Health Information and Libraries Journal, 26(1):4-21. doi: 10.1111/j.1471-1842.2008.00834.x.
- Button D., Harrington A., Belan I. (2013). E-learning & information communication technology (ICT) in nursing education: A review of the literature. Nurse Education Today. doi: S0260-6917(13)00165-2. 10.1016/ j.nedt.2013.05.002
- Camacho AC. (2009). [Analysis of national publications about distance education in nursing]. Revista Brasileira de Enfermagen – REBEn, 62(4):588-93.
- Carroll C., Booth A., Papaioannou D., Sutton A., Wong R. (2009). UK health-care professionals' experience of on-line learning techniques: a systematic review of qualitative data. Journal of Continuing Education in the Health Professions, 29(4):235-41. doi: 10.1002/chp.20041.
- Cook DA., Garside S., Levinson AJ., Dupras DM., Montori VM. (2010a). What do we mean by web-based learning? A systematic review of the variability of interventions. Medical Education, 44(8):765-74. doi: 10.1111/j.1365-2923.2010.03723.x.
- Cook DA., Levinson AJ., Garside S. (2010c). Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis. Advances in health sciences education: theory and practice, 15(5):755-70. doi: 10.1007/s10459-010-9231-x.
- Cook DA., Levinson AJ., Garside S., Dupras DM., Erwin PJ., Montori VM. (2010b). Instructional design variations in internet-based learning for health professions education: a systematic review and meta-analysis. Academic Medicine, 85(5):909-22. doi: 10.1097/ACM.0b013e3181d6c319
- Cook DA., Levinson AJ., Garside S., Dupras DM., Erwin PJ., Montori VM. (2008). Internet-based learning in the health professions: a meta-analysis. JAMA, 300(10):1181-96. doi: 10.1001/jama.300.10.1181.
- Du S., Liu Z., Liu S., Yin H., Xu G., Zhang H., Wang A. (2013). Web-based distance learning for nurse education: a systematic review. International Nursing Review, 60(2):167-77. doi: 10.1111/inr.12015
- Feng JY., Chang YT., Chang HY., Erdley WS., Lin CH., Chang YJ. (2013). Systematic review of effectiveness of situated e-learning on medical and nursing education. Worldviews Evidence Based Nursing, 10(3):174-83. doi: 10.1111/wvn.12005
- Finke A., Bicans J. (2010) Elearning systems content and architecture evolution. Paper presented at 16th International Conference on Information and Software Technologies, 311-39.
- Frehywot S., Vovides Y., Talib Z., Mikhail N., Ross H., Wohltjen H., Bedada S., Korhumel K., Koumare AK., Scott J. (2013). E-learning in medical education in resource constrained low- and middle-income countries. Human Resources Health, 11(1):4. doi: 10.1186/1478-4491-11-4
- Ganino G. (2009) Immagini per la didattica. Metodologie e Tecnologie dell'audiovisivo digitale, Anicia.
- Glen S. (2005). E-learning in nursing education: Lessons learnt? Nurse Education Today, 25(6):415-7. doi: 10.1016/j.nedt.2005.07.001
- Graafland M., Schraagen JM., Schijven MP. (2012). Systematic review of serious games for medical education and surgical skills training. British Journal of Surgery, 99(10):1322-30. doi: 10.1002/bjs.8819.
- Hansen MM. (2008). Versatile, immersive, creative and dynamic virtual 3-D healthcare learning environments: a review of the literature. Journal of medical internet research, 10(3):e26. doi: 10.2196/jmir.1051
- Keyte D., Richardson C. (2011). Re-thinking pain educational strategies: Pain a new model using e-learning and PBL. Nurse Education Today, 31(2):117-21. doi: 10.1016/j.nedt.2010.05.001
- Kleinpell R., Ely EW., Williams G., Liolios A., Ward N., Tisherman SA. (2011). Web-based resources for critical care education. Critical care medicine, 39(3):541-53. doi: 10.1097/CCM.0b013e318206b5b5
- Lahti M., Hätí¶nen H., Välimäki M. (2013). Impact of e-learning on nurses' and student nurses knowledge, skills, and satisfaction: A systematic review and meta-analysis. International Journal of Nursing Studies. doi: S0020-7489(12)00459-2. 10.1016/j.ijnurstu.2012.12.017
- Lam-Antoniades M., Ratnapalan S., Tait G. (2009). Electronic continuing education in the health professions: an update on evidence from RCTs. Journal of Continuing Education in the Health Professions, 29(1):44-51. doi: 10.1002/chp.20005.
- Liscia R. (2004). E-learning. Stato dell'arte e prospettive di sviluppo, Apogeo, Milano.
- Mancuso JM. (2009). Perceptions of distance education among nursing faculty members in North America. Nursing and Health Sciences, 11(2):194-205. doi: 10.1111/j.1442-2018.2009.00456.x.
- Ministero della Salute (2008). Parere su validití master accademici online.
- Ministero dell'Universití , Istruzione e ricerca (2013). Relazione conclusiva della commissione di studio sulle universití telematiche. Disponibile http://www.istru-zione.it/allegati/relazione_conclusiva_commissione_studio_universita_telematiche.pdf
- Muirhead RJ. (2007). E-learning: is this teaching at students or teaching with students? Nursing Forum, 42(4):178-84. doi: 10.1111/j.1744-6198.2007.00085.x
- Neville C., Goetz S. (2013). Quality and substance of educational strategies for mental health in undergraduate nursing curricula. International of Journal Mental Health Nursing. doi: 10.1111/inm.12025
- Patterson BJ., Krouse AM., Roy L. (2012). Student outcomes of distance learning in nursing education: an integrative review. Computers Informatics Nursing, 30(9):475-88.
- Petty J. (2013). Interactive, technology-enhanced self-regulated learning tools in healthcare education: a literature review. Nurse Education Today, 33(1):53-9. doi: 10.1016/j.nedt.2012.06.008
- Rowe M., Frantz J., Bozalek V. (2012). The role of blended learning in the clinical education of healthcare students: a systematic review. Medical Teacher, 34(4):e216-21. doi: 10.3109/0142159X.2012.642831
- Sapienza Universití di Roma (2013). Manifesto generale per gli studi 2013-2014. Retrieved from http://www.uniroma1.it/sites/default/files/allegati/Manifesto2013_2014_0.pdf
- Shea BJ., Grimshaw JM., Wells GA., Boers M., Andersson N., Hamel C., Porter AC., Tugwell P., Moher D., Bouter LM. (2007). Development of AMSTAR: a measurement tool to assess the methodological quality of systematic reviews. BMC Medical Research Methodology, 15;7:10. doi:10.1186/1471-2288-7-10
- Schmidt H.G. (1983). Problem-based learning: rationale and description. In Medical Education, vol. 17
- Stegeman CA., Zydney J. (2010). Effectiveness of multimedia instruction in health professions education compared to traditional instruction. The Journal Dental Hygiene, 84(3):130-6.
- Wilkinson A., While AE., Roberts J. (2009). Measurement of information and communication technology experience and attitudes to e-learning of students in the healthcare professions: integrative review. Journal of Advanced Nursing, 65(4):755-72. doi: 10.1111/j.1365-2648.2008.04924.x
- Wolbrink TA., Burns JP. (2012). Internet-based learning and applications for critical care medicine. Journal of Intensive Care Medicine, 27(5):322-32.
Riferimenti
Ainsley B., Brown A. (2009). The impact of informatics on nursing education: a review of the literature. The Journal of Continuing Education in Nursing, 40(5):228-32.
Bloomfield JG., While AE., Roberts JD. (2008). Using computer assisted learning for clinical skills education in nursing: integrative review. Journal of Advanced Nursing, 63(3):222-35. doi: 10.1111/j.1365-2648.2008.04653.x.
Blouin RA., Riffee WH., Robinson ET., Beck DE., Green C., Joyner PU., Persky AM., Pollack GM. (2009). Roles of innovation in education delivery. American Journal of Pharmaceutical Education, 73(8):154.
Booth A., Carroll C., Papaioannou D., Sutton A., Wong R. (2009). Applying findings from a systematic review of workplace-based e-learning: implications for health information professionals. Health Information and Libraries Journal, 26(1):4-21. doi: 10.1111/j.1471-1842.2008.00834.x.
Button D., Harrington A., Belan I. (2013). E-learning & information communication technology (ICT) in nursing education: A review of the literature. Nurse Education Today. doi: S0260-6917(13)00165-2. 10.1016/ j.nedt.2013.05.002
Camacho AC. (2009). [Analysis of national publications about distance education in nursing]. Revista Brasileira de Enfermagen – REBEn, 62(4):588-93.
Carroll C., Booth A., Papaioannou D., Sutton A., Wong R. (2009). UK health-care professionals' experience of on-line learning techniques: a systematic review of qualitative data. Journal of Continuing Education in the Health Professions, 29(4):235-41. doi: 10.1002/chp.20041.
Cook DA., Garside S., Levinson AJ., Dupras DM., Montori VM. (2010a). What do we mean by web-based learning? A systematic review of the variability of interventions. Medical Education, 44(8):765-74. doi: 10.1111/j.1365-2923.2010.03723.x.
Cook DA., Levinson AJ., Garside S. (2010c). Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis. Advances in health sciences education: theory and practice, 15(5):755-70. doi: 10.1007/s10459-010-9231-x.
Cook DA., Levinson AJ., Garside S., Dupras DM., Erwin PJ., Montori VM. (2010b). Instructional design variations in internet-based learning for health professions education: a systematic review and meta-analysis. Academic Medicine, 85(5):909-22. doi: 10.1097/ACM.0b013e3181d6c319
Cook DA., Levinson AJ., Garside S., Dupras DM., Erwin PJ., Montori VM. (2008). Internet-based learning in the health professions: a meta-analysis. JAMA, 300(10):1181-96. doi: 10.1001/jama.300.10.1181.
Du S., Liu Z., Liu S., Yin H., Xu G., Zhang H., Wang A. (2013). Web-based distance learning for nurse education: a systematic review. International Nursing Review, 60(2):167-77. doi: 10.1111/inr.12015
Feng JY., Chang YT., Chang HY., Erdley WS., Lin CH., Chang YJ. (2013). Systematic review of effectiveness of situated e-learning on medical and nursing education. Worldviews Evidence Based Nursing, 10(3):174-83. doi: 10.1111/wvn.12005
Finke A., Bicans J. (2010) Elearning systems content and architecture evolution. Paper presented at 16th International Conference on Information and Software Technologies, 311-39.
Frehywot S., Vovides Y., Talib Z., Mikhail N., Ross H., Wohltjen H., Bedada S., Korhumel K., Koumare AK., Scott J. (2013). E-learning in medical education in resource constrained low- and middle-income countries. Human Resources Health, 11(1):4. doi: 10.1186/1478-4491-11-4
Ganino G. (2009) Immagini per la didattica. Metodologie e Tecnologie dell'audiovisivo digitale, Anicia.
Glen S. (2005). E-learning in nursing education: Lessons learnt? Nurse Education Today, 25(6):415-7. doi: 10.1016/j.nedt.2005.07.001
Graafland M., Schraagen JM., Schijven MP. (2012). Systematic review of serious games for medical education and surgical skills training. British Journal of Surgery, 99(10):1322-30. doi: 10.1002/bjs.8819.
Hansen MM. (2008). Versatile, immersive, creative and dynamic virtual 3-D healthcare learning environments: a review of the literature. Journal of medical internet research, 10(3):e26. doi: 10.2196/jmir.1051
Keyte D., Richardson C. (2011). Re-thinking pain educational strategies: Pain a new model using e-learning and PBL. Nurse Education Today, 31(2):117-21. doi: 10.1016/j.nedt.2010.05.001
Kleinpell R., Ely EW., Williams G., Liolios A., Ward N., Tisherman SA. (2011). Web-based resources for critical care education. Critical care medicine, 39(3):541-53. doi: 10.1097/CCM.0b013e318206b5b5
Lahti M., Hätí¶nen H., Välimäki M. (2013). Impact of e-learning on nurses' and student nurses knowledge, skills, and satisfaction: A systematic review and meta-analysis. International Journal of Nursing Studies. doi: S0020-7489(12)00459-2. 10.1016/j.ijnurstu.2012.12.017
Lam-Antoniades M., Ratnapalan S., Tait G. (2009). Electronic continuing education in the health professions: an update on evidence from RCTs. Journal of Continuing Education in the Health Professions, 29(1):44-51. doi: 10.1002/chp.20005.
Liscia R. (2004). E-learning. Stato dell'arte e prospettive di sviluppo, Apogeo, Milano.
Mancuso JM. (2009). Perceptions of distance education among nursing faculty members in North America. Nursing and Health Sciences, 11(2):194-205. doi: 10.1111/j.1442-2018.2009.00456.x.
Ministero della Salute (2008). Parere su validití master accademici online.
Ministero dell'Universití , Istruzione e ricerca (2013). Relazione conclusiva della commissione di studio sulle universití telematiche. Disponibile http://www.istru-zione.it/allegati/relazione_conclusiva_commissione_studio_universita_telematiche.pdf
Muirhead RJ. (2007). E-learning: is this teaching at students or teaching with students? Nursing Forum, 42(4):178-84. doi: 10.1111/j.1744-6198.2007.00085.x
Neville C., Goetz S. (2013). Quality and substance of educational strategies for mental health in undergraduate nursing curricula. International of Journal Mental Health Nursing. doi: 10.1111/inm.12025
Patterson BJ., Krouse AM., Roy L. (2012). Student outcomes of distance learning in nursing education: an integrative review. Computers Informatics Nursing, 30(9):475-88.
Petty J. (2013). Interactive, technology-enhanced self-regulated learning tools in healthcare education: a literature review. Nurse Education Today, 33(1):53-9. doi: 10.1016/j.nedt.2012.06.008
Rowe M., Frantz J., Bozalek V. (2012). The role of blended learning in the clinical education of healthcare students: a systematic review. Medical Teacher, 34(4):e216-21. doi: 10.3109/0142159X.2012.642831
Sapienza Universití di Roma (2013). Manifesto generale per gli studi 2013-2014. Retrieved from http://www.uniroma1.it/sites/default/files/allegati/Manifesto2013_2014_0.pdf
Shea BJ., Grimshaw JM., Wells GA., Boers M., Andersson N., Hamel C., Porter AC., Tugwell P., Moher D., Bouter LM. (2007). Development of AMSTAR: a measurement tool to assess the methodological quality of systematic reviews. BMC Medical Research Methodology, 15;7:10. doi:10.1186/1471-2288-7-10
Schmidt H.G. (1983). Problem-based learning: rationale and description. In Medical Education, vol. 17
Stegeman CA., Zydney J. (2010). Effectiveness of multimedia instruction in health professions education compared to traditional instruction. The Journal Dental Hygiene, 84(3):130-6.
Wilkinson A., While AE., Roberts J. (2009). Measurement of information and communication technology experience and attitudes to e-learning of students in the healthcare professions: integrative review. Journal of Advanced Nursing, 65(4):755-72. doi: 10.1111/j.1365-2648.2008.04924.x
Wolbrink TA., Burns JP. (2012). Internet-based learning and applications for critical care medicine. Journal of Intensive Care Medicine, 27(5):322-32.