E-learning improves nurses' knowledge in continuing education on many topics, but effects are mixed and classroom learning was superior for drug dose calculations¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In 13 of 22 SRs, nurses improved knowledge with e-learning on topics including neurological assessment, medication administration and calculation, and palliative care. → Rouleau G 2019 q2 i? In 7 of 22 SRs, no effects on knowledge were reported, including nonsignificant differences in drug dose calculation scores and in face-to-face versus videoconference formats. → Rouleau G 2019 (2)

Evidence¶

Rouleau G 2019¶

Rouleau G, Gagnon MP, Côté J, Payne-Gagnon J, Hudson E, Dubois CA, Bouix-Picasso J. (2019). Effects of E-Learning in a Continuing Education Context on Nursing Care: Systematic Review of Systematic Qualitative, Quantitative, and Mixed-Studies Reviews. Journal of Medical Internet Research. https://doi.org/10.2196/15118

q2 · i? · quant-synthesis · r2

Narrative synthesis of level 2 knowledge outcomes from 13 of 22 included SRs. The review reports that "nurses improved their knowledge with the help of e-learning interventions on many topics" including neurological function assessment and medication administration.

"In 13 SRs out of 22 (59%) [1,3,10,37,53,40-45,49,52], nurses improved their knowledge with the help of e-learning interventions on many topics, including assessment of ability of neurological function [42], medication administration and calculation [45], physiology and chronic health evaluation [10]"

Rouleau G 2019 (2)¶

Rouleau G, Gagnon MP, Côté J, Payne-Gagnon J, Hudson E, Dubois CA, Bouix-Picasso J. (2019). Effects of E-Learning in a Continuing Education Context on Nursing Care: Systematic Review of Systematic Qualitative, Quantitative, and Mixed-Studies Reviews. Journal of Medical Internet Research. https://doi.org/10.2196/15118

q2 · i? · quant-synthesis · r2

Same knowledge synthesis section. The review reports no effects in "7 SRs out of 22 (32%)", with nonsignificant differences in drug dose calculation knowledge and between face-to-face and videoconference formats; equivalence was not tested.

"In 7 SRs out of 22 (32%) [10,36,53,40,46,49,52], no effects were reported on nurse knowledge. There were nonsignificant differences in knowledge scores on drug dose calculation between groups [46] and in learning effectiveness outcomes between the face-to-face versus videoconference formats [53,52]."

Discussion¶

Learner Variables¶

• Operations and Place Value — outcome: instruction changes it

Related Claims¶

• E-learning improves nurses' skills in continuing education, but effects are mixed, with worse defibrillation performance under long-distance learning and lower first-attempt cannulation success with computer-based simulation
• E-learning interventions for registered nurses in continuing education are evaluated almost exclusively at Kirkpatrick levels 1 and 2, with no reported outcomes on practice change and almost none on patient outcomes
• Nurses generally report satisfaction with e-learning in continuing education, though dissatisfaction arises from technical difficulties and preference for face-to-face formats
• No included systematic review reported outcomes on nurses' practice change (Kirkpatrick level 3), so the transfer of e-learning to practice remains unknown — related