Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
Health Care and Nursing, Oulu University of Applied Sciences, Oulu, Finland.
Scand J Caring Sci. 2020 Jun;34(2):280-292. doi: 10.1111/scs.12743. Epub 2019 Sep 5.
The aim of this systematic review was to evaluate the effectiveness of educational interventions in digital collaborative learning implemented in nursing education.
A systematic literature review of randomised controlled trials (RCTs) was carried out in accordance with Joanna Briggs Institute (JBI) and Centre for Reviews and Dissemination guidelines and the PRISMA statement.
CINAHL (EBSCO), ERIC, MEDLINE (Ovid) and Scopus databases were used to identify original peer-reviewed RCT studies published between 2003 and 2018.
The 'hits' were systematically screened by title, abstract and full text by two authors acting independently. The quality of the selected original studies was evaluated using the quality assessment criteria of the JBI and Cochrane collaboration's tool for assessing risk of bias in randomised trials. The studies were analysed by narrative synthesis.
Five peer-reviewed RCT studies were included in the review. All participants in these studies (647 in total) were nursing students exposed to educational interventions in various nursing programme courses. The reviewed studies indicated that digital collaborative learning increased students' knowledge and nursing skills. The results show that collaborative learning in digital learning environments enhanced nursing students' interaction and collaborative skills, problem-solving skills, satisfaction and motivation for learning.
Collaborative learning in digital learning environments has encouraging effects in enhancing nursing students' knowledge, competence, satisfaction and problem-solving skills. Moreover, evidence-based digital collaborative learning is becoming increasingly effective in nursing education, as available tools and teachers' abilities to use them are improving and providing new learning activities to boost students' learning outcomes in higher education. Thus, its systematic use in digital collaborative learning environments in various nursing courses is recommended.
本系统评价旨在评估护理教育中实施的数字化协作学习教育干预的效果。
根据乔安娜·布里格斯研究所（JBI）和评论与传播中心的指南以及 PRISMA 声明，对随机对照试验（RCT）进行了系统的文献回顾。
使用 CINAHL（EBSCO）、ERIC、MEDLINE（Ovid）和 Scopus 数据库，检索 2003 年至 2018 年发表的原始同行评议 RCT 研究。
两名作者独立对标题、摘要和全文进行系统筛选。使用 JBI 的质量评估标准和 Cochrane 协作组评估随机试验偏倚风险的工具评估入选原始研究的质量。对研究进行叙述性综合分析。
本综述纳入了 5 项同行评议的 RCT 研究。这些研究的所有参与者（共计 647 人）均为接受各种护理课程教育干预的护理专业学生。回顾的研究表明，数字化协作学习提高了学生的知识和护理技能。结果表明，数字化学习环境中的协作学习增强了护理学生的互动和协作技能、解决问题的能力、学习满意度和动机。
数字化学习环境中的协作学习在提高护理学生的知识、能力、满意度和解决问题的能力方面具有令人鼓舞的效果。此外，基于证据的数字化协作学习在护理教育中变得越来越有效，因为现有的工具和教师使用这些工具的能力在不断提高，为学生在高等教育中的学习成果提供了新的学习活动。因此，建议在各种护理课程的数字化协作学习环境中系统地使用它。
