Faculty of Medicine, Department of Nursing Science, University of Turku, Turku, Finland.
Faculty of Medicine, Department of Nursing Science, University of Turku, Turku University Hospital, Turku, Finland.
Nurse Educ Today. 2024 May;136:106148. doi: 10.1016/j.nedt.2024.106148. Epub 2024 Feb 29.
The aim of this integrative review is to identify, describe, and synthesise evidence regarding students' perceptions of online degree programmes in nurse education, their academic performance, and the factors associated with their academic performance.
Integrative review.
Four databases, CINAHL, ERIC (Ebsco), PubMed/MEDLINE, and Web of Science were searched. The reference lists of included studies were reviewed to identify other relevant studies.
Whittemore and Knafl's method was used as a guideline for the integrative review. Peer-reviewed studies describing students' perceptions of-or academic performance in-online degree programmes in nurse education were included in the review without time limitations. The quality of the selected article was assessed using the Mixed Method Appraisal Tool.
Nursing students' perceptions of online degree programmes were categorised into enabling career development, content delivered online, and community belonging. Factors related to student's academic performance were associated with individual students and the characteristics of online learning environments. Factors associated with students' academic performance were individual self-direction, formal communication skills, and working and educational backgrounds. Factors associated with academic performance in an online learning environment were categorised into regular feedback and methods for learning.
Online degree programmes in nurse education contribute to developing pedagogy through a satisfactory work-life balance, students' experiences of community and support, pleasant digital content, and various teaching methods by faculties. The study findings of this review have implications for educators to develop and adopt strategies for advancing digital environments with the pedagogy that supports community building to meet the needs of individual students.
本综合评价旨在识别、描述和综合有关学生对护理教育中在线学位课程的看法、他们的学业表现以及与学业表现相关的因素的证据。
综合评价。
四个数据库，CINAHL、ERIC（Ebsco）、PubMed/MEDLINE 和 Web of Science 进行了检索。还查阅了纳入研究的参考文献，以确定其他相关研究。
Whittemore 和 Knafl 的方法被用作综合审查的指南。纳入的研究描述了护理学生对在线学位课程的看法或护理教育中在线学位课程的学业表现，没有时间限制。使用混合方法评估工具评估选定文章的质量。
护理学生对在线学位课程的看法分为促进职业发展、在线交付的内容和社区归属感。与学生学业表现相关的因素与个别学生和在线学习环境的特点有关。与学生学业表现相关的因素与学生的个人自我导向、正式沟通技巧以及工作和教育背景有关。与在线学习环境中学生学业表现相关的因素分为定期反馈和学习方法。
护理教育中的在线学位课程通过令人满意的工作-生活平衡、学生的社区和支持体验、愉快的数字内容以及教师采用的各种教学方法，为发展教育学做出了贡献。本综述的研究结果对教育工作者具有启示意义，即制定和采用策略，以支持社区建设的教育学来推进数字环境，以满足个别学生的需求。
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