review Open AccessTop 1% cited

A systematic review evaluating the impact of online or blended learning vs. face‐to‐face learning of clinical skills in undergraduate nurse education

Journal of Advanced Nursing · 2014 · Vol. 71(2) · pp. 255–270

Karen McCutcheon✉(Queen's University Belfast)Maria Lohan(Queen's University Belfast)Marian Traynor(Queen's University Belfast)Daphne Martin(Queen's University Belfast)

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Abstract

The available evidence suggests that online learning for teaching clinical skills is no less effective than traditional means. Highlighted by this review is the lack of available evidence on the implementation of a blended learning approach to teaching clinical skills in undergraduate nurse education. Further research is required to assess the effectiveness of this teaching methodology.

Simulation-Based Education in Healthcare Online and Blended Learning Innovations in Medical EducationCritical appraisalBlended learningMedical educationPsychological interventionObservational studyCritical thinkingSystematic reviewPsychologyMEDLINEMedicine

MeSH terms

Clinical CompetenceConsumer BehaviorEducation, Medical, UndergraduateEducation, NursingHumansResearch DesignTeachingEducation, DistanceSelf EfficacyInternet

Citations

613

FWCI

11.80

field-weighted impact

References

Percentile

99%

vs. same field & year

Citations per year

Cited by

Blended Learning Compared to Traditional Learning in Medical Education: Systematic Review and Meta-Analysis