Collaborative Approaches in Online Nurse Education: A Systematic Literature Review
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| Title: | Collaborative Approaches in Online Nurse Education: A Systematic Literature Review |
|---|---|
| Language: | English |
| Authors: | Pozzi, Francesca (ORCID |
| Source: | Electronic Journal of e-Learning. 2023 21(3):121-140. |
| Availability: | Academic Conferences Limited. Curtis Farm, Kidmore End, Nr Reading, RG4 9AY, UK. Tel: +44-1189-724148; Fax: +44-1189-724691; e-mail: info@academic-conferences.org; Web site: https://academic-publishing.org/index.php/ejel/index |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Descriptors: | Cooperative Learning, Electronic Learning, Nursing Education, Literature Reviews, Learning Activities, Teaching Methods, Technology Uses in Education, Evaluation Methods, Computer Assisted Instruction, Geographic Location, Learning Management Systems, Computer Simulation, Social Media, Synchronous Communication |
| ISSN: | 1479-4403 |
| Abstract: | According to the socio-constructivist theories of learning, collaborative learning allows negotiation of shared meanings and co-construction of new knowledge among peers. This approach fits particularly well with healthcare professional education needs, as these professionals often face challenging issues that require the ability to fully understand the complexity of the patients' health conditions through working with others. However, while collaborative learning approaches are widely used in face-to-face nurse education contexts, their online equivalent still seem to be understudied, in spite of their great potential for the field. This systematic literature review investigates: (1) to what extent are online collaborative learning activities being adopted and investigated in formal nurse education, (2) What kind of online collaborative learning activities/techniques are proposed and what team structures are employed, (3) what technologies are used to run these learning activities, and (4) what methods are used to evaluate the impact of these activities. Studies were included if they presented online collaborative learning activities proposed by Universities or VET (Vocational Education and Training) providers. Articles published in 2015 or later were collected in November 2022 from Scopus, Web of Science and Medline. A total of 1059 records were retrieved, selected and analysed by four coders, resulting in a final dataset of 75 papers that were coded for type of collaborative approach, study characteristics, research methodology used, strength of evidence, and relevance to the research questions. Most of them described the use of activities like Discussions, Case Studies and Peer Reviews, sometimes in association with Role Play. In terms of technologies, Learning Managements Systems, forums and social media were already common pre-pandemic, but during the lockdown synchronous communication tools -- often used to support simulations -- took over. Data collection was carried out quantitatively, qualitatively or using mixed methods, but in many cases data reporting is weak or absent at all. The majority of the retrieved papers illustrate activities where collaboration was not structured in any way and there was no joint assignment or common objective/artefact that learners needed to reach/produce. In case of blended interventions, often collaboration is limited to the face-to-face sessions, while the digital setting is used for individual work. In terms of social structure, most of the time small groups or plenaries are used. In summary, the review reveals that studies on online collaborative learning for nurses are limited, especially in Europe, and the design of online collaborative activities often clashes with the principles put forward by the Computer Supported Collaborative Learning (CSCL) research community. Based on the results of the review we put forth some key recommendations, such as ensuring that online collaboration involves the creation of a shared artefact and striving to make virtual simulations actually collaborative, rather than limited to envisage student interactions in the debriefing phase. The paper also proposes a number of research areas seldom investigated and that would deserve further attention in the future. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1394893 |
| Database: | ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Collaborative Approaches in Online Nurse Education: A Systematic Literature Review – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Pozzi%2C+Francesca%22">Pozzi, Francesca</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3592-2131">0000-0002-3592-2131</externalLink>)<br /><searchLink fieldCode="AR" term="%22Manganello%2C+Flavio%22">Manganello, Flavio</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7584-939X">0000-0001-7584-939X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Passarelli%2C+Marcello%22">Passarelli, Marcello</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7991-8812">0000-0002-7991-8812</externalLink>)<br /><searchLink fieldCode="AR" term="%22Persico%2C+Donatella%22">Persico, Donatella</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4574-0427">0000-0003-4574-0427</externalLink>)<br /><searchLink fieldCode="AR" term="%22Romagnoli%2C+Marta%22">Romagnoli, Marta</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Electronic+Journal+of+e-Learning%22"><i>Electronic Journal of e-Learning</i></searchLink>. 2023 21(3):121-140. – Name: Avail Label: Availability Group: Avail Data: Academic Conferences Limited. Curtis Farm, Kidmore End, Nr Reading, RG4 9AY, UK. Tel: +44-1189-724148; Fax: +44-1189-724691; e-mail: info@academic-conferences.org; Web site: https://academic-publishing.org/index.php/ejel/index – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 20 – Name: DatePubCY Label: Publication Date Group: Date Data: 2023 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Information Analyses<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Nursing+Education%22">Nursing Education</searchLink><br /><searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Geographic+Location%22">Geographic Location</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Management+Systems%22">Learning Management Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Media%22">Social Media</searchLink><br /><searchLink fieldCode="DE" term="%22Synchronous+Communication%22">Synchronous Communication</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1479-4403 – Name: Abstract Label: Abstract Group: Ab Data: According to the socio-constructivist theories of learning, collaborative learning allows negotiation of shared meanings and co-construction of new knowledge among peers. This approach fits particularly well with healthcare professional education needs, as these professionals often face challenging issues that require the ability to fully understand the complexity of the patients' health conditions through working with others. However, while collaborative learning approaches are widely used in face-to-face nurse education contexts, their online equivalent still seem to be understudied, in spite of their great potential for the field. This systematic literature review investigates: (1) to what extent are online collaborative learning activities being adopted and investigated in formal nurse education, (2) What kind of online collaborative learning activities/techniques are proposed and what team structures are employed, (3) what technologies are used to run these learning activities, and (4) what methods are used to evaluate the impact of these activities. Studies were included if they presented online collaborative learning activities proposed by Universities or VET (Vocational Education and Training) providers. Articles published in 2015 or later were collected in November 2022 from Scopus, Web of Science and Medline. A total of 1059 records were retrieved, selected and analysed by four coders, resulting in a final dataset of 75 papers that were coded for type of collaborative approach, study characteristics, research methodology used, strength of evidence, and relevance to the research questions. Most of them described the use of activities like Discussions, Case Studies and Peer Reviews, sometimes in association with Role Play. In terms of technologies, Learning Managements Systems, forums and social media were already common pre-pandemic, but during the lockdown synchronous communication tools -- often used to support simulations -- took over. Data collection was carried out quantitatively, qualitatively or using mixed methods, but in many cases data reporting is weak or absent at all. The majority of the retrieved papers illustrate activities where collaboration was not structured in any way and there was no joint assignment or common objective/artefact that learners needed to reach/produce. In case of blended interventions, often collaboration is limited to the face-to-face sessions, while the digital setting is used for individual work. In terms of social structure, most of the time small groups or plenaries are used. In summary, the review reveals that studies on online collaborative learning for nurses are limited, especially in Europe, and the design of online collaborative activities often clashes with the principles put forward by the Computer Supported Collaborative Learning (CSCL) research community. Based on the results of the review we put forth some key recommendations, such as ensuring that online collaboration involves the creation of a shared artefact and striving to make virtual simulations actually collaborative, rather than limited to envisage student interactions in the debriefing phase. The paper also proposes a number of research areas seldom investigated and that would deserve further attention in the future. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2023 – Name: AN Label: Accession Number Group: ID Data: EJ1394893 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1394893 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 121 Subjects: – SubjectFull: Cooperative Learning Type: general – SubjectFull: Electronic Learning Type: general – SubjectFull: Nursing Education Type: general – SubjectFull: Literature Reviews Type: general – SubjectFull: Learning Activities Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Technology Uses in Education Type: general – SubjectFull: Evaluation Methods Type: general – SubjectFull: Computer Assisted Instruction Type: general – SubjectFull: Geographic Location Type: general – SubjectFull: Learning Management Systems Type: general – SubjectFull: Computer Simulation Type: general – SubjectFull: Social Media Type: general – SubjectFull: Synchronous Communication Type: general Titles: – TitleFull: Collaborative Approaches in Online Nurse Education: A Systematic Literature Review Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Pozzi, Francesca – PersonEntity: Name: NameFull: Manganello, Flavio – PersonEntity: Name: NameFull: Passarelli, Marcello – PersonEntity: Name: NameFull: Persico, Donatella – PersonEntity: Name: NameFull: Romagnoli, Marta IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2023 Identifiers: – Type: issn-electronic Value: 1479-4403 Numbering: – Type: volume Value: 21 – Type: issue Value: 3 Titles: – TitleFull: Electronic Journal of e-Learning Type: main |
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