Forfattere: Feng JY, Chang YT, Chang HY, Erdley, WS, Lin CH, Chang YJ

År: 2013

Kilde: Worldviews on Evidence-based Nursing, 10 (3): 174-183

Sammendrag:

Objectives: Because of the complexity of clinical situations, traditional didactic education is limited in providing opportunity for student-patient interaction. Situated e-learning can enhance learners’ knowledge and associated abilities through a variety of activities. Healthcare providers who interact with virtual patients in designed situations may avoid unnecessary risks and encounters with real patients. However, the effectiveness of situated e-learning is inconsistent. The purpose of this study is to determine the effectiveness of situated e-learning in prelicensure and postlicensure medical and nursing education. 

Methods: Literature databases of PubMed, Medline, CINAHL, ERIC, and Cochrane Library were searched. The study eligibility criteria included articles published in English, which examined the effectiveness of situated e-learning on the outcomes of knowledge and performance for clinicians or students in medicine and nursing. Effect sizes were calculated with 95% confidence intervals. 

Results: Fourteen articles were included for meta-analysis. Situated e-learning could effectively enhance learners’ knowledge and performance when the control group received no training. Compared to traditional learning, the effectiveness of situated e-learning on performance diminished but still remained significant whereas the effect become insignificant on knowledge. The subgroup analyses indicate the situated e-learning program significantly improved students’ clinical performance but not for clinicians. 

Conclusions: Situated e-learning is an effective method to improve novice learners’ performance. The effect of situated e-learning on the improvement of cognitive ability is limited when compared to traditional learning. Situated e-learning is a useful adjunct to traditional learning for medical and nursing students.

DOI / Lenke: https://doi.org/10.1111/wvn.12005

Metodisk kvalitetsvurdering:

Utvalget av databaser for innhenting av datamaterialet synes relevante. Hvordan søkene er gjennomført, slik som hvilke emneord som er kombinert, er i liten grad gjort rede for. Meta-analysen beskrives detaljert. Fokus i artikkelen er på læringsmetoden på tvers av de svært varierende emnene studenter og helsearbeidere i materialet hadde til hensikt å lære. Det er ikke stort nok materiale til å si noe om effekt av situert e-læring for de enkelte tema og disipliner. Funnene i denne artikkelen har som hovedbidrag å vise at situert e-læring har mest effekt for de som er nybegynnere i sin helsefagutøvelse.