Objectives: This review examines the current evidence on the effectiveness of digital technologies or e-based learning for enhancing the skills and knowledge of nursing students in nursing assessment. 

Design & Background: This integrative review identifies themes emerging from e-learning and ‘nursing assessment’ literature. Literature reviews have been undertaken in relation to digital learning and nursing education, including clinical skills, clinical case studies and the nurse-educator role. Whilst perceptions of digital learning are well covered, a gap in knowledge persists for understanding the effectiveness of e-learning on nursing assessment skills and knowledge. This is important as comprehensive assessment skills and knowledge are a key competency for newly qualified nurses. 

Data-sources: The MEDLINE, CINAHL, Cochrane Library and ProQuest Nursing and Allied Health Source electronic databases were searched for the period 2006 to 2016. Hand searching in bibliographies was also undertaken. 

Review Methods: Selection criteria for this review included: 

(i) Published in English; 

(ii) Study design included measurement or analysis of Nursing subject material which included a significant ‘nursing assessment’ component; and 

(iii) Study cohort was students who were enrolled within schools of higher education or directly working in the clinical practice setting. 

Findings: Twenty articles met the selection criteria for this review, and five major themes for e-based learning were identified (a) students become self-evaluators; (b) blend and scaffold learning; (c) measurement of clinical reasoning; (d) mobile technology and Facebook are effective; and (e) training and preparation is vital. 

Conclusions: Although e-based learning programs provide a flexible teaching method, evidence suggests e-based learning alone does not exceed face-to-face patient simulation. This is particularly the case where nursing assessment learning is not scaffolded. This review demonstrates that e-based learning and traditional teaching methods used in conjunction with each other create a superior learning style. 

Denne systematiske oversikten er tilsynelatende utarbeidet på en god måte og forfatterne har vært forholdsvis tydelige på metoden de har brukt for å utarbeide oversikten. Inklusjons- og eksklusjonskriterier beskrives i teksten, de har gått gjennom referanselistene til de inkluderte studiene og studier med alle typer design inkluderes. Forfatterne har ikke gjort noen vurdering av den metodologiske kvaliteten til de inkluderte studiene ut over å nevne noen svakheter i tilknytning til analysen. Beskrivelsen av de ulike stegene i søkeprosessen kunne med fordel vært bedre beskrevet.