Division of Nursing, Midwifery and Social Work, School of Health Sciences, The University of Manchester, Manchester, United Kingdom.
Arthur Labatt Family School of Nursing, Western University, London, Canada.
Nurse Educ Today. 2022 Nov;118:105518. doi: 10.1016/j.nedt.2022.105518. Epub 2022 Aug 18.
Learning is a complex process involving internal cognitive processes and external stimuli from curricula, pedagogical strategies, and the learning environment. Theories are used extensively in higher education to understand the intricacies of adult learning and improve student outcomes. Nursing and midwifery education uses a range of technology enhanced learning (e-learning) approaches, some of which are underpinned by theoretical frameworks.
Synthesise literature on theories that inform technology enhanced learning in nursing and midwifery education.
A systematic review.
CINAHL, ERIC, MEDLINE and PubMed were searched for relevant studies (2000-2021). Reference lists of related literature reviews were hand searched.
Title and abstract, followed by full texts were screened by two reviewers independently using predefined eligibility criteria. Quality appraisal was not undertaken. Data were extracted and Merriam and Bierema's typology of adult learning theories used to categorise theories in each study.
Thirty-three studies were included, incorporating twenty-nine distinct learning theories from the behaviourist, cognitivist, constructivist, and social cognitivist domains, with constructivist being the most widely used. Kolb's Experiential Learning Theory and Driscoll's Constructivist Learning Theory were the most commonly reported theories. The population of learners were mainly undergraduate nursing students who used a range of online, mobile, blended or computerised learning, virtual reality, or digital forms of simulation, primarily in university settings. Theories were employed to inform the technology enhanced learning intervention or to help explain how these could improve student learning.
This review highlighted a range of theories, particularly constructivist approaches, that underpin research on technology enhanced learning in nursing education, by informing or explaining how these digital interventions support learning. More rigorous research that examines the myriad of theoretical frameworks and their effectiveness in informing and explaining technology enhanced learning is needed to justify this approach to pedagogical nursing research and practice.
学习是一个复杂的过程，涉及内部认知过程和课程、教学策略以及学习环境的外部刺激。理论在高等教育中被广泛用于理解成人学习的复杂性并提高学生的学习成果。护理和助产学教育使用了一系列技术增强学习（e-learning）方法，其中一些方法是基于理论框架的。
综合护理和助产学教育中关于技术增强学习的理论文献。
系统综述。
CINAHL、ERIC、MEDLINE 和 PubMed 检索了相关研究（2000-2021 年）。手动检索了相关文献综述的参考文献列表。
两位审查员独立使用预定义的纳入标准筛选标题和摘要，然后筛选全文。未进行质量评估。提取数据，并使用 Merriam 和 Bierema 的成人学习理论分类法对每项研究中的理论进行分类。
共纳入 33 项研究，纳入了来自行为主义、认知主义、建构主义和社会认知主义领域的 29 种不同的学习理论，其中建构主义理论的应用最为广泛。Kolb 的体验式学习理论和 Driscoll 的建构主义学习理论是报告最多的理论。学习者的人群主要是本科护理学生，他们使用了各种在线、移动、混合或计算机化学习、虚拟现实或数字化模拟形式，主要在大学环境中使用。这些理论被用于为技术增强学习干预提供信息，或帮助解释这些干预如何提高学生的学习效果。
本综述强调了一系列理论，特别是建构主义方法，这些理论为护理教育中关于技术增强学习的研究提供了基础，通过为这些数字干预措施如何支持学习提供信息或解释。需要更严格的研究来检验众多理论框架及其在为技术增强学习提供信息和解释方面的有效性，以证明这种方法对教学护理研究和实践是合理的。
