Patterson Barbara J, Krouse Anne M, Roy Linda
School of Nursing, Widener University, Chester, PA 19013, USA.
Comput Inform Nurs. 2012 Sep;30(9):475-88. doi: 10.1097/NXN.0b013e3182573ad4.
Distance learning offers a distinctive environment to educate nursing students. While there is a significant body of evidence in the literature related to course, program, and faculty outcomes of distance education, little attention has been given by researchers to evaluate student outcomes, with the exception of student satisfaction. There is a need to evaluate and translate findings related to student outcomes in distance learning into educational practice. Integrative reviews offer one strategy to contribute to evidence-based teaching practice initiatives. A search of available published qualitative and quantitative research on student outcomes of distance learning from 1999 to 2009 was conducted using a number of databases. Astin's Input-Environment-Output conceptual model provided a framework for this review. Thirty-three studies met the inclusion criteria. Bothcognitive and affective student outcomes emerged. The cognitive outcomes were student learning, learning process, and technology proficiency. Affective outcomes included personal and professional growth, satisfaction, and connectedness. Implications, recommendations, and future research are discussed.
远程学习为护理专业学生提供了一个独特的教育环境。虽然文献中有大量关于远程教育的课程、项目和教师成果的证据，但除了学生满意度外，研究人员很少关注评估学生的成果。有必要评估远程学习中与学生成果相关的研究结果并将其转化为教育实践。综合评论提供了一种有助于循证教学实践倡议的策略。使用多个数据库对1999年至2009年关于远程学习学生成果的已发表定性和定量研究进行了检索。阿斯汀的输入-环境-输出概念模型为本次综述提供了一个框架。33项研究符合纳入标准。出现了学生的认知和情感成果。认知成果包括学生学习、学习过程和技术熟练程度。情感成果包括个人和职业成长、满意度和联系。讨论了研究的启示、建议和未来研究方向。
