Department of Biomedicine and Prevention, University of Rome "Tor Vergata", Rome, Italy.
Department of Neuroscience, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genoa, Savona, Italy.
Int Nurs Rev. 2021 Mar;68(1):108-121. doi: 10.1111/inr.12649. Epub 2021 Apr 15.
To map the main characteristics of massive open online courses, and their effectiveness, facilitators and barriers in continuing education among nurses and other healthcare professionals.
Online continuous education attracted new attention among educators and managers with regard to how to best design, implement it and evaluate its effectiveness.
No studies to date have mapped the state of research on massive open online courses and the facilitators promoting their effectiveness in continuing education.
A scoping review performed in 2020 by following the Preferred Reporting Items for Systematic reviews and Meta-analysis extension-Scoping Reviews. Electronic databases were searched for primary and secondary studies, written in English. Identified barriers/facilitators were categorized using a content analysis.
Of the 1149 studies, 31 were included, and the majority had an explorative research design. Massive open online courses documented to date are characterized by their (a) developers' countries and providers, mainly the United Stated and universities, respectively; (b) variety of teaching methods and contents, including infectious diseases; (c) using both qualitative and quantitative assessment methods; and (d) multidisciplinary target audience ranging from 40 to 83 000 participants, including nurses. Facilitators of and barriers to effectiveness depend on their pedagogical background, appropriate course design, delivery and implementation as well as on the learners' profile.
Studies available to date are mainly based on experiential projects. A variety of strategies promoting massive online courses' effectiveness have emerged.
Some public health issues may benefit from massive education, as a unique system promoting a quick and effective continuous education.
IMPLICATIONS FOR NURSING/HEALTH/SOCIAL POLICY: Clinical nurses, nurse managers and educators should consider available evidence on massive online courses' when making decisions on which strategy to use to maintain competencies. Moreover, as a public health tool, massive online courses should be derived from a strong cooperation between political, scientific and professional bodies.
绘制大规模在线开放课程（MOOC）在护士和其他医疗保健专业人员继续教育中的主要特征及其效果、促进因素和障碍。
在线继续教育引起了教育工作者和管理者的新关注，他们正在研究如何最好地设计、实施并评估其效果。
迄今为止，尚无研究绘制大规模在线开放课程的研究现状图，以及促进其在继续教育中有效性的促进因素。
2020 年，我们按照系统评价和荟萃分析扩展的首选报告项目（PRISMA-ScR）进行了范围审查。电子数据库搜索了以英文撰写的原始和二次研究。使用内容分析对确定的障碍/促进因素进行分类。
在 1149 项研究中，有 31 项被纳入，其中大多数采用探索性研究设计。迄今为止记录的大规模在线开放课程的特点是：（a）开发者所在国家和提供者，分别主要是美国和大学；（b）教学方法和内容多样，包括传染病；（c）使用定性和定量评估方法；（d）目标人群多学科，从 40 到 83000 名参与者不等，包括护士。有效性的促进因素和障碍取决于其教学背景、适当的课程设计、交付和实施以及学习者的特征。
迄今为止，可用的研究主要基于经验性项目。出现了各种促进大规模在线课程有效性的策略。
一些公共卫生问题可能受益于大规模教育，因为这是一种独特的系统，可以促进快速有效的继续教育。
对护理/卫生/社会政策的影响：临床护士、护士长和教育者在决定使用哪种策略来维持能力时，应考虑大规模在线课程的现有证据。此外，作为公共卫生工具，大规模在线课程应源自政治、科学和专业机构之间的强有力合作。
