Active Learning in E-Learning Programs for Evidence-Based Nursing in Academic Settings: A Scoping Review
Chi Eun Song, Hyunyoung Park
Abstract
Background: The use of e-learning in nursing education has increased substantially. The goal of this study is to identify how active e-learning for evidence-based practice (EBP) was implemented in academic settings. Method: For a scoping review, literature from PubMed, CINAHL, and EMBASE was searched with keywords related to e-learning and EBP, and only articles pertaining to nursing academic settings were selected. Finally, 17 studies were included. Data on theories or instructional strategies and types and characteristics of online activities were extracted. Results: Of the included studies, 14 had a pedagogical background. Frequently used activities included discussions, asynchronous communications, and a combination of student-student and student-teacher interactions. Critical appraisal was the primary learning content. Conclusion: This study summarizes evidence on active learning to enhance the EBP competency of nursing students through e-learning. To make EBP e-learning more meaningful, educators should plan, apply, and evaluate appropriate online activities. [ J Contin Educ Nurs . 2021;52(9):407–412.]