护理教育中的在线学习：21 世纪文献计量学分析

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-04-08 DOI:10.1016/j.nedt.2025.106740

Jennie C. De Gagne , Paige S. Randall , Paula D. Koppel , Eunji Cho , Elizabeth R. Blackwood , Hee Sun Kang

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引用次数: 0

摘要

在线学习已成为护理教育的一个组成部分，特别是在日益依赖技术和全球向远程学习过渡的情况下。目的探讨护理教育中在线学习的研究成果和影响、合作网络和主题趋势，以指导未来的教育进步。方法利用Web of Science数据库对2000年至2024年8月期间的出版物进行文献计量分析。利用VOSviewer和Biblioshiny来评估出版趋势、共同作者、共同被引和关键词共现情况，提供研究前景的全面视图。采用描述性统计和可视化来提高清晰度并促进对关键发现的解释。结果该数据集涵盖了56个国家的703所机构，展示了护理教育在线学习研究的全球范围。论文发表量稳步增长，在2022年达到111篇的峰值（占总量的17%）。美国以555篇论文和2669次引用领先，其次是澳大利亚（n = 92）、加拿大（n = 62）和伊朗（n = 45）。共同作者分析揭示了密集的区域网络，以俄亥俄大学系统和北卡罗来纳大学为中心枢纽，尽管国际合作很少。关键词共现分析确定了三个主要主题集群：(1)COVID-19大流行的影响，(2)学生的参与、准备和动机，以及(3)技术整合和教学方法。该文献计量分析提供了护理教育在线学习研究的全面概述，突出了其增长、主题重点领域和协作网络。这些发现为推进以证据为基础、包容和创新的教育实践奠定了基础。在线学习不再是护理教育的外围环节，而是推动卓越、公平和创新的基石。通过解决现有差距和拥抱新出现的机会，利益相关者可以重新构想护理教育，使学生更好地为现代医疗保健的挑战做好准备。

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Online learning in nursing education: A 21st century bibliometric analysis

Background

Online learning has become an integral part of nursing education, especially in response to the growing reliance on technology and the global transition to remote learning.

Aim

This study explored research outputs and impact, collaborative networks, and thematic trends in online learning within nursing education to guide future educational advancements.

Methods

A bibliometric analysis was conducted using the Web of Science database to examine publications spanning from 2000 to August 2024. VOSviewer and Biblioshiny were utilized to assess publication trends, co-authorship, co-citation, and keyword co-occurrence, providing a comprehensive view of the research landscape. Descriptive statistics and visualizations were employed to enhance clarity and facilitate interpretation of key findings.

Results

The dataset encompassed 703 institutions across 56 countries, demonstrating the global scope of online learning research in nursing education. Publication output grew steadily, reaching a peak of 111 articles in 2022 (17 % of the total). The United States led with 555 publications and 2669 citations, followed by Australia (n = 92), Canada (n = 62), and Iran (n = 45). Co-authorship analysis revealed dense regional networks, with the University System of Ohio and the University of North Carolina as central hubs, though international collaborations were sparse. Keyword co-occurrence analysis identified three primary thematic clusters: (1) the impact of the COVID-19 pandemic, (2) student engagement, readiness, and motivation, and (3) technological integration and pedagogical approaches.

Conclusions

This bibliometric analysis provides a comprehensive overview of online learning research in nursing education, highlighting its growth, thematic focus areas, and collaborative networks. The findings serve as a foundation for advancing evidence-based, inclusive, and innovative educational practices. Online learning is no longer a peripheral aspect of nursing education but a cornerstone for driving excellence, equity, and innovation. By addressing existing gaps and embracing emerging opportunities, stakeholders can reimagine nursing education to better prepare students for the challenges of modern healthcare.

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.