Forfattere: Männistö M, Mikkonen K, Kuivila HM, Virtanen M, Kyngäs H, Kääriäinen M

År: 2019

Kilde: Scandinavian Journal of Caring Sciences, 34(2):280–292

Sammendrag:

Objectives: The aim of this systematic review was to evaluate the effectiveness of educational interventions in digital collaborative learning implemented in nursing education. 

Design: A systematic literature review of randomised controlled trials (RCTs) was carried out in accordance with Joanna Briggs Institute (JBI) and Centre for Reviews and Dissemination guidelines and the PRISMA statement. 

Data sources: CINAHL (EBSCO), ERIC, MEDLINE (Ovid) and Scopus databases were used to identify original peer‐reviewed RCT studies published between 2003 and 2018. 

Review method: The ‘hits’ were systematically screened by title, abstract and full text by two authors acting independently. The quality of the selected original studies was evaluated using the quality assessment criteria of the JBI and Cochrane collaboration’s tool for assessing risk of bias in randomised trials. The studies were analysed by narrative synthesis. 

Results: Five peer‐reviewed RCT studies were included in the review. All participants in these studies (647 in total) were nursing students exposed to educational interventions in various nursing programme courses. The reviewed studies indicated that digital collaborative learning increased students’ knowledge and nursing skills. The results show that collaborative learning in digital learning environments enhanced nursing students’ interaction and collaborative skills, problem‐solving skills, satisfaction and motivation for learning. 

Conclusion: Collaborative learning in digital learning environments has encouraging effects in enhancing nursing students’ knowledge, competence, satisfaction and problem‐solving skills. Moreover, evidence‐based digital collaborative learning is becoming increasingly effective in nursing education, as available tools and teachers’ abilities to use them are improving and providing new learning activities to boost students’ learning outcomes in higher education. Thus, its systematic use in digital collaborative learning environments in various nursing courses is recommended.

DOI / Lenke: http://dx.doi.org/10.1111/scs.12743

Metodisk kvalitetsvurdering:

Denne systematiske oversikten er utarbeidet på en god måte og forfatterne har vært tydelig på metoden de har brukt for å utarbeide oversikten. De har kun inkludert randomiserte kontrollerte studier. Inklusjons- og eksklusjonskriterier er godt beskrevet i teksten og de ulike stegene i søkeprosessen er dokumentert med en figur. Det er gjennomført vurdering av den metodologiske kvaliteten til de inkluderte studiene og en studie ble ekskludert på bakgrunn av vurderingen. De inkluderte studiene ble analysert ved bruk av narrativ syntese, da det ikke var mulig å gjennomføre meta-analyse på grunn av stor heterogenitet i de inkluderte studiene. Forfatterne vurderte også risikoen for bias i de inkluderte studiene.