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¶

Claim · All claims
Evidence · 1 study · review r3 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2024: baselines and conditions change

Subclaims¶

q3 i? Across 22 included systematic reviews, learning outcomes (level 2) were reported in 18 of 22 SRs (82%) and reaction outcomes (level 1) in 11 of 22 (50%), while no SR reported behavior change (level 3) and only 1 reported patient outcomes (level 4). → Rouleau G 2019

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

q3 · i? · review · r3

Systematic review of systematic reviews (SRSRs) of e-learning in nursing continuing education; outcomes from 22 included SRs were classified using the Kirkpatrick model. The review reports that "The most reported outcomes were learning (18/22, 82%)" and reactions in 11 of 22 SRs, with no SR reporting level 3 outcomes.

"The most reported outcomes were learning (18/22, 82%), corresponding to Kirkpatrick's evaluation level 2. Nurse skills were the most frequently reported, followed by knowledge. Outcomes related to evaluation level 1 (ie, nurses' reactions with e-learning) were found in 11 out of the 22 SRs (50%)."

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
• Nurses generally report satisfaction with e-learning in continuing education, though dissatisfaction arises from technical difficulties and preference for face-to-face formats
• 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
• Korean simulation-based IPE studies report high satisfaction but concentrate on Kirkpatrick levels 1 and 2, with no study measuring level 4 training efficacy
• No included systematic review reported outcomes on nurses' practice change (Kirkpatrick level 3), so the transfer of e-learning to practice remains unknown
• Reviewed peer-tutoring simulation studies mostly reached only Kirkpatrick Level 2, with no assessment of behavior change or clinical-practice results — related
• No included SDL studies measured Kirkpatrick Level 4 (patient/system) outcomes — related
• Educational interventions for FM residents targeting the informal curriculum rarely produced behavior change: most were evaluated only at Kirkpatrick level 2 and study quality was low — related
• No included WBA feedback study demonstrated improved learning and performance as a direct result of WBA (Kirkpatrick Level 4); the highest level reached was Level 3 — related