Alkhuzaimi Fathiya, Wilson Christine Brown, Wong Wai Yee Amy
School of Nursing and Midwifery, Queen's University Belfast, University Road, Belfast, BT7 1NN, Northern Ireland.
Norwich Medical School, University of East Anglia, Norwich, UK.
BMC Nurs. 2025 Mar 26;24(1):323. doi: 10.1186/s12912-025-02962-9.
The technological revolution has significantly transformed educational practices, particularly through the implementation of learning management systems (LMS). Understanding the perspectives of undergraduate nursing students regarding the use of LMS is essential, as these perceptions can significantly influence their learning experiences and outcomes. This systematic review aims to identify and explore the factors influencing these students' perceptions of LMS.
A systematic review was conducted by searching five electronic databases-CINAHL Plus, Medline, Embase, Web of Science, and the Cochrane Library-for studies published between 2010 and 2020. An updated search was performed in July 2024 to ensure the inclusion of recent evidence. Studies were screened against predefined inclusion and exclusion criteria, focusing on undergraduate nursing students and their experiences with LMS. The included studies utilised a range of designs: mixed-methods (4), cross-sectional (3), quantitative descriptive surveys (5), randomised controlled trials (1), qualitative (2), case studies (1), quasi-experimental (2), and observational (1). The quality of the studies was rigorously assessed using the Critical Appraisal Skills Programme (CASP), Milton Keynes Primary Care Trust (MKPCT) tools, the Mixed Methods Appraisal Tool (MMAT), and Joanna Briggs Institute (JBI) tools. Data were synthesised through thematic analysis, following Braun and Clarke's framework.
In total, 19 studies were included in the review, encompassing a diverse range of research designs. The review identified several factors that significantly influenced students' acceptance and perception of LMS. These factors included students' digital literacy, prior experience with technology, motivation, and self-efficacy. Additionally, key organisational factors, such as instructor support and the availability of training, were associated with positive perceptions of the LMS. Specific features of the LMS, including ease of use, interactive elements, and accessibility, also contributed to enhancing students' perceived ease of use (PEOU) and perceived usefulness (PU).
Students' perceptions of LMS are closely linked to their acceptance of these platforms, as guided by the Technology Acceptance Model (TAM). Digital literacy, prior technology experience, and self-efficacy emerged as critical factors positively influencing perceived usefulness and ease of use, leading to greater acceptance and satisfaction. Instructor support and interactive LMS features were also vital for enhancing engagement and learning outcomes. These findings underscore the importance of considering these factors in the design of LMS modules for undergraduate nursing students. Future research should investigate the long-term effects of LMS use on learning outcomes to inform best practices.
技术革命显著改变了教育实践，尤其是通过学习管理系统（LMS）的实施。了解本科护理专业学生对LMS使用的看法至关重要，因为这些看法会显著影响他们的学习体验和成果。本系统评价旨在识别和探索影响这些学生对LMS看法的因素。
通过检索五个电子数据库——CINAHL Plus、Medline、Embase、科学引文索引和考科蓝图书馆，对2010年至2020年发表的研究进行系统评价。2024年7月进行了更新检索，以确保纳入最新证据。根据预先确定的纳入和排除标准对研究进行筛选，重点关注本科护理专业学生及其使用LMS的经历。纳入的研究采用了多种设计：混合方法（4项）、横断面研究（3项）、定量描述性调查（5项）、随机对照试验（1项）、定性研究（2项）、案例研究（1项）、准实验研究（2项）和观察性研究（1项）。使用批判性评估技能计划（CASP）、米尔顿凯恩斯初级保健信托基金（MKPCT）工具、混合方法评估工具（MMAT）和乔安娜·布里格斯研究所（JBI）工具对研究质量进行了严格评估。数据通过主题分析进行综合，遵循布劳恩和克拉克的框架。
本评价共纳入19项研究，涵盖了多种研究设计。评价确定了几个显著影响学生对LMS接受度和看法的因素。这些因素包括学生的数字素养、先前的技术经验、动机和自我效能感。此外，关键的组织因素，如教师支持和培训的可获得性，与对LMS的积极看法相关。LMS的特定功能，包括易用性、互动元素和可及性，也有助于提高学生的感知易用性（PEOU）和感知有用性（PU）。
正如技术接受模型（TAM）所指导的，学生对LMS的看法与他们对这些平台的接受程度密切相关。数字素养、先前的技术经验和自我效能感是积极影响感知有用性和易用性的关键因素，从而导致更高的接受度和满意度。教师支持和互动式LMS功能对于提高参与度和学习成果也至关重要。这些发现强调了在为本科护理专业学生设计LMS模块时考虑这些因素的重要性。未来的研究应调查LMS使用对学习成果的长期影响，以为最佳实践提供信息。
