How to Implement Educational E-Learning Material to Enhance Clinical Skills of Undergraduate Nursing Students: A Narrative Literature Review
The online education period with COVID-19 showed that it is crucial to develop effective and supportive e-learning practices to teach necessary clinical skills in nursing. The purpose of this narrative literature review was to describe good practices on the implementation of educational e-learning material to enhance the clinical skills of undergraduate nursing students. This review aims to identify and describe some of the various factors that might have positive influence on students’ learning results.
A literature search was conducted on PubMed, CINAHL and ERIC databases. Inclusion was limited to research studies in which e-learning was the major educational / pedagogical approach and that it presented evidence of the effects of e-learning in practical or clinical subjects. Twenty four studies were included in the review. The data were analyzed using inductive content analysis. The three main categories identified through the content analysis were pedagogical, content and usability related good practices.
The results indicated that the students’ knowledge and skill requirements need to be considered, a simple-to-complex or simple-to-deep design could be preferable in e-learning. The importance of authenticity and realism of the materials was considered important. Students preferred unlimited accessibility, allowing flexibility of their study time and ease of use also with mobile devices. It was emphasized that the content should keep students behaviorally engaged through various activities and instant feedback.
As a conclusion, pedagogical, content and usability related good practices need to be implemented to keep students behaviorally engaged with e-learning material to acquire clinical skills.
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