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¶

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? Positive skill outcomes were documented in 9 of 22 SRs, including better performance versus no intervention and a significant meta-analytic effect favoring computer-based simulation for medication administration and preparation. → Rouleau G 2019 q2 i? Negative skill outcomes were reported in 2 of 22 SRs: worse CPR-defibrillation performance with long-distance learning and lower first-attempt cannulation success with force-feedback computer-based simulation. → 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 skills outcomes. The review reports positive skill outcomes in "9 SRs out of 22 (41%)", including better performance compared to no intervention and a meta-analytic effect favoring e-learning for medication administration and preparation.

"In 9 SRs out of 22 (41%) [3,4,36,37,42-44,46,47], positives outcomes were documented related to the increase of skills following nurses' participation in e-learning. Nurses had better performance outcomes with e-learning compared to no intervention [42,43]."

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? · review · r3

Same skills synthesis section reporting negative outcomes in 2 of 22 SRs. Defibrillation performance was worse with long-distance learning than control, and first-attempt cannulation success was lower with force-feedback computer-based simulation.

"Cardiopulmonary resuscitation-defibrillation and defibrillation performance was worse among nurses using long-distance learning than that of the control group [42]. Nurses using the computer-based simulation to cannulate a real patient with force feedback had lower success at the first attempt."

Discussion¶

Related Claims¶

• E-learning improves nurses' knowledge in continuing education on many topics, but effects are mixed and classroom learning was superior for drug dose calculations
• 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
• The curriculum provided each fellow numerous critical procedure opportunities, with a mean of 27 critical care procedures performed (67.5% of opportunities) — related
• Only one published assessment tool exists for intravenous cannulation despite it being a fundamental procedural skill — related