About the Authors The authors are faculty at Rutgers University School of Nursing, Newark, New Jersey. Barbara Sinacori, PhD, RN, CNRN, CNE, is an assistant professor, Division of Entry to Baccalaureate Nursing. Mona Williams-Gregory, PhD, DNP, ACNP, is an assistant professor, Division of Entry to Baccalaureate Nursing. For more information, contact Dr. Sincori at
Nurs Educ Perspect. 2021;42(3):136-141. doi: 10.1097/01.NEP.0000000000000756.
The aim of the study was to determine the effect of distance learning on knowledge acquisition in undergraduate second-degree nursing students, a growing population of nursing students.
Distance learning is a convenient way of attaining professional training.
The study was conducted by critical appraisal and data extraction using Joanna Briggs Institute tools for quasi-experimental, qualitative systematic reviews and research synthesis and randomized control research. Risk for bias was determined using the Cochrane collaboration tool.
Eleven studies from five countries are included in the review: four quantitative, two qualitative, one mixed-method, and four integrative review. Dates range from 2015 to 2018.
The evidence suggests that knowledge acquisition is not impacted by educational setting alone. Flipped classroom and mixed-method instruction were found to positively impact knowledge acquisition. Distance learning, coupled with traditional face-to-face instruction, has a greater impact on knowledge acquisition than either method alone. Online methodologies improve clinical skill acquisition more than face-to-face instruction.
本研究旨在确定远程教育对本科第二学位护理学生（护理学生中不断增长的群体）知识获取的影响。
远程教育是获得专业培训的一种便捷方式。
该研究使用 Joanna Briggs 研究所的工具对准实验、定性系统评价和研究综合以及随机对照研究进行批判性评价和数据提取。使用 Cochrane 协作工具确定偏倚风险。
综述共纳入来自五个国家的 11 项研究：4 项定量研究、2 项定性研究、1 项混合方法研究和 4 项综合评价研究。研究时间范围为 2015 年至 2018 年。
证据表明，知识获取不仅仅受教育环境的影响。翻转课堂和混合教学方法被发现对知识获取有积极影响。远程教育与传统的面对面教学相结合，对知识获取的影响大于任何单一方法。在线方法比面对面教学更能提高临床技能的获取。
