The Digital Shift in the Post-COVID Era: Evaluating the Impact of Web-Enabled Education on Cognitive, Affective, and Psychomotor Skill Enhancement in Gen 'Z' Nursing Students-A Systematic Review with meta-analysis.
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| Title: | The Digital Shift in the Post-COVID Era: Evaluating the Impact of Web-Enabled Education on Cognitive, Affective, and Psychomotor Skill Enhancement in Gen 'Z' Nursing Students-A Systematic Review with meta-analysis. |
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| Alternate Title: | El cambio digital en la era post-COVID: evaluación del impacto de la educación a través de la web en la mejoría de las habilidades cognitivas, afectivas y psicomotoras en los estudiantes de enfermería de la generación 'Z'. Revisión sistemática con meta-análisis. Mudança digital na era pós-Covid: avaliando o impacto da educação online na melhoria das habilidades cognitivas, afetivas e psicomotoras em estudantes de enfermagem da Geração Z. Revisão sistemática com meta-análise. |
| Authors: | Mathivanan, Joyce Robert1 mathivananjoyce@gmail.com, Devi, Seeta1 drseetadevi1981@gmail.com |
| Source: | Investigación & Educación en Enfermería. May-Aug2025, Vol. 43 Issue 2, p1-21. 21p. |
| Subjects: | DIGITAL technology, EDUCATIONAL outcomes, HEALTH occupations students, META-analysis, DECISION making in clinical medicine, PROBLEM solving, NURSING, TEACHING methods, PSYCHOLOGY of movement, SYSTEMATIC reviews, VIRTUAL reality, SIMULATION methods in education, ONLINE education, ABILITY, ACADEMIC achievement, CURRICULUM planning, AFFECT (Psychology), LEARNING strategies, CLINICAL education, STUDENT attitudes, COVID-19, COGNITION, TRAINING, INTERGENERATIONAL relations, NURSING students, CRITICAL thinking |
| Abstract (English): | Objective. This study evaluates the impact of digital educational technologies on nursing students' academic achievement and learning outcomes. Methods. A literature review was conducted to identify peer-reviewed articles published in English between 2020 and June 2024 in databases such as Web of Science, Science Direct, EBSCO, NLM/NIH/PMC and Scopus. This review compares the efficacy of digital educational interventions against control groups using Cochrane Collaboration's risk of bias (RoB) and Standardized Mean Difference (SMD) for outcome measurement, with results analyzed using RevMan Web. Results. This study analyzed fourteen randomized controlled trials involving 1611 participants. The meta-analysis found that digital educational technologies enhanced nursing students' cognitive skills (SMD=0.45; p<0.001), critical thinking and clinical decision-making skills (SMD=0.88; p<0.001), attitudes (SMD=0.94; p<0.001), and clinical skills (SMD=1.09; p<0.001) when compared to conventional instructional methods. Nevertheless, there was no statistically significant improvement in the problemsolving ability (SMD=1.00, p=0.07). Conclusion. Recent advances in digital technology provide a spectacular opportunity to improve healthcare practices for nurses and nursing students. Their integration can potentially increase educational and professional skills, quality of life, and patient satisfaction. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Objetivo. Evaluar el impacto de las tecnologías educativas digitales en el rendimiento académico y los resultados de aprendizaje de los estudiantes de enfermería. Métodos. Se realizó una búsqueda bibliográfica para identificar artículos revisados por pares publicados en inglés entre 2020 y junio de 2024 en bases de datos Web of Science, Science Direct, EBSCO, NLM/NIH/PMC y Scopus. Esta revisión comparó la eficacia de las intervenciones educativas digitales frente a grupos de control, se evaluó el riesgo de sesgo (RoB) de la Colaboración Cochrane y la Diferencia de medias estandarizada (DME) para la medición de resultados. Resultados. Se analizaron catorce ensayos controlados aleatorios con 1611 participantes. El metaanálisis mostró que las tecnologías educativas digitales mejoraron las habilidades cognitivas de los estudiantes de enfermería (DME=0.45; p<0001), las habilidades de pensamiento crítico y toma de decisiones clínicas (DME=0.88; p<0001), las actitudes (DME=0.94; p<0001) y las habilidades clínicas (DME=1.09; p<0001) en comparación con los métodos de instrucción convencionales. Sin embargo, no hubo una mejoría estadísticamente significativa en la capacidad de resolución de problemas (DME=1.00, p=0.07). Conclusión. Los recientes avances en tecnología digital mejoraron significativamente las prácticas asistenciales de las estudiantes de enfermería y su integración puede aumentar potencialmente las competencias educativas y profesionales, la calidad de vida y la satisfacción de los pacientes. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Objetivo. Avaliar o impacto das tecnologias educacionais digitais no desempenho acadêmico e nos resultados de aprendizagem de estudantes de enfermagem. Métodos. Foi realizada uma revisão bibliográfica para identificar artigos revisados por pares publicados em inglês entre 2020 e junho de 2024 em bases de dados como a Web of Science. Science, Science Direct, EBSCO, NLM/NIH/PMC e Scopus. Esta revisão compara a eficácia das intervenções educacionais digitais versus grupos de controle usando o risco de viés (RoB) e a diferença média padronizada (SMD) da Cochrane Collaboration para medição de resultados, com resultados analisados usando RevMan Web. Resultados. Quatorze ensaios clínicos randomizados com 1611 participantes foram analisados. A meta-análise mostrou que as tecnologias educacionais digitais melhoraram as habilidades cognitivas dos estudantes de enfermagem (SMD = 0.45; p<0.001), o pensamento crítico e as habilidades de tomada de decisão clínica (SMD = 0.88; p< 0.001), as atitudes (SMD = 0.94; p<0.001) e as habilidades clínicas (SMD = 1.09; p<0.001) em comparação com os métodos instrucionais convencionais. No entanto, não houve melhora estatisticamente significativa nas habilidades de resolução de problemas (SMD = 1,00, p = 0,07). Conclusão: Os avanços recentes na tecnologia digital melhoraram significativamente as práticas de saúde dos estudantes de enfermagem, e sua integração pode potencialmente melhorar as competências educacionais e profissionais, a qualidade de vida e a satisfação do paciente. [ABSTRACT FROM AUTHOR] |
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| Database: | MedicLatina |
| Abstract: | Objective. This study evaluates the impact of digital educational technologies on nursing students' academic achievement and learning outcomes. Methods. A literature review was conducted to identify peer-reviewed articles published in English between 2020 and June 2024 in databases such as Web of Science, Science Direct, EBSCO, NLM/NIH/PMC and Scopus. This review compares the efficacy of digital educational interventions against control groups using Cochrane Collaboration's risk of bias (RoB) and Standardized Mean Difference (SMD) for outcome measurement, with results analyzed using RevMan Web. Results. This study analyzed fourteen randomized controlled trials involving 1611 participants. The meta-analysis found that digital educational technologies enhanced nursing students' cognitive skills (SMD=0.45; p<0.001), critical thinking and clinical decision-making skills (SMD=0.88; p<0.001), attitudes (SMD=0.94; p<0.001), and clinical skills (SMD=1.09; p<0.001) when compared to conventional instructional methods. Nevertheless, there was no statistically significant improvement in the problemsolving ability (SMD=1.00, p=0.07). Conclusion. Recent advances in digital technology provide a spectacular opportunity to improve healthcare practices for nurses and nursing students. Their integration can potentially increase educational and professional skills, quality of life, and patient satisfaction. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01205307 |
| DOI: | 10.17533/udea.iee.v43n2e09 |
