护理教育中电子学习的机遇与威胁:综述。

Journal of caring sciences Pub Date : 2025-06-21 eCollection Date: 2025-07-01 DOI:10.34172/jcs.025.33459
Mahdieh Arian, Mohammad Bagher Oghazian, Seyyed Reza Mazlom, Nazila Zarghi, Sedigheh Abdollahpour
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引用次数: 0

摘要

电子学习正在逐渐取代传统的医学教育方法。本研究的主要目的是识别护理教育中电子学习的机会、威胁和必要组成部分。方法:我们按照系统评价和meta分析的首选报告项目(PRISMA)指南,在没有时间和语言限制的情况下,检索Web of Science、Scopus、ProQuest、Cochrane Library、ScienceDirect、Medline/PubMed、谷歌Scholar和SID、Irandoc和Magiran数据库,进行了全面的系统评价。两名研究人员使用测量工具评估系统评价(AMSTAR)评估每个系统评价。本综述包括截至2022年底发布的47篇评论。结果:护理电子教育在可及性与灵活性、效率与有效性、临床能力增强、电子教育特点、改进教育流程、提高教育质量、评估与反馈、内容多样性与实用性、营造学习环境、提升护理教授角色等10个方面提供了机会。然而,也有挑战,分为10类:评估和反馈的挑战,与人力资源开发有关的问题,结构和技术限制,与沟通和互动有关的挑战,与教育内容有关的挑战,财务挑战,组织挑战,文化挑战,专业能力的挑战,道德和信息安全的挑战。护理教育有效电子化教学的基本要素分为6类:技术基础设施、人力基础设施、教学基础设施、文化和社会基础设施、经济基础设施、管理和领导基础设施。结论:电子学习为护士提供了一种高效、有效的培训方式,在科技进步的背景下,值得大力推广。解决基础设施的限制将进一步增强其效益。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Opportunities and Threats of E-Learning in Nursing Education: An Overview of Reviews.

Opportunities and Threats of E-Learning in Nursing Education: An Overview of Reviews.

Opportunities and Threats of E-Learning in Nursing Education: An Overview of Reviews.

Opportunities and Threats of E-Learning in Nursing Education: An Overview of Reviews.

Introduction: E-learning is increasingly replacing traditional methods in medical science education. The main purpose of this study is to identify opportunities, threats and required components of E-learning in nursing education.

Methods: We conducted a comprehensive systematic review following Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines, searching Web of Science, Scopus, ProQuest, Cochrane Library, ScienceDirect, Medline/PubMed, Google Scholar, and SID, Irandoc, and Magiran databases without time or language restrictions. Two researchers assessed each systematic review using A Measurement Tool to assess systematic Reviews (AMSTAR). This overview includes 47 reviews published until the end of 2022.

Results: Electronic education in nursing offers opportunities categorized into 10 areas: accessibility and flexibility, efficiency and effectiveness, strengthening clinical competencies, features of electronic education, improving educational processes, improving the quality of education, evaluation and feedback, diversity and practically of content, setting learning environment and promotion of nursing professors' role. However, there are also challenges, grouped into 10 categories: challenges of evaluation and feedback, problems related to the of human resources development, structural and technical limitations, challenges related to communication and interaction, challenges related to the content of education, financial challenges, organizational challenges, cultural challenges, challenges of professional competence, challenges of ethics and information security. The essential components for effective electronic teaching in nursing education are organized into 6 categories: technological infrastructure, human infrastructure, pedagogical infrastructure, cultural and social infrastructure, economic infrastructure, and management and leadership infrastructure.

Conclusion: E-learning offers an efficient and effective training method for nurses that should be embraced given advances in science and technology. Addressing infrastructure limitations will further enhance its benefits.

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