Nurses' perspectives, attitudes and experiences related to e-learning: A systematic review

Abstract

<p><i>Objective:</i> To summarize the current evidence on registered nurses (RNs) perspectives, attitudes and experiences related to e-learning.</p> <p><i>Design:</i> A systematic review of the literature.</p> <p><i>Data sources:</i> The CINAHL, PubMed, Embase, the Cochrane Library, Scopus and Web of Science databases were searched for studies published in English from 2000 to 2021.</p> <p><i>Review methods:</i> The study followed the 2020 Preferred Reporting Items for Systematic Reviews and Meta- Analysis (PRISMA) guidelines. Inclusion criteria comprised studies with cross-sectional, quasi-experimental, qualitative, and randomised control designs on the attitudes toward, perspectives and experiences of registered nursing about e-learning. Quality appraisal for each study, based on their designs, was assessed using the Joanna Briggs Institute (JBI) critical appraisal checklist. Data were synthesized using a narrative approach.</p> <p><i>Results:</i> In the 15 included studies, 4 were high quality while 11 were moderate quality. Four themes were revealed in this review including e-learning approaches, facilitators of e-learning and barriers to e-learning barriers to e-learning among RNs and learning in practice barriers.</p> <p><i>Conclusions:</i> The systematic review uncovered that E-learning is an effective method for integrating knowledge with practice and promoting professional development among RNs in healthcare settings. However, RNs may lack motivation to engage with E-learning and face challenges associated with user-friendly platforms.</p>