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Application of digital education in undergraduate nursing and medical interns during the COVID-19 pandemic: A systematic review.
Hao, Xiaonan; Peng, Xin; Ding, Xinxin; Qin, Yuan; Lv, Miaohua; Li, Jing; Li, Kun.
  • Hao X; School of Nursing, Jilin University, 965Xinjiang street, Changchun 130021, China.
  • Peng X; School of Nursing, Jilin University, 965Xinjiang street, Changchun 130021, China.
  • Ding X; School of Nursing, Jilin University, 965Xinjiang street, Changchun 130021, China. Electronic address: dingxx19@jlu.edu.cn.
  • Qin Y; School of Nursing, Jilin University, 965Xinjiang street, Changchun 130021, China.
  • Lv M; School of Nursing, Jilin University, 965Xinjiang street, Changchun 130021, China.
  • Li J; School of Nursing, Jilin University, 965Xinjiang street, Changchun 130021, China. Electronic address: lij19@mails.jlu.edu.cn.
  • Li K; School of Nursing, Jilin University, 965Xinjiang street, Changchun 130021, China. Electronic address: lik@jlu.edu.cn.
Nurse Educ Today ; 108: 105183, 2022 Jan.
Article in English | MEDLINE | ID: covidwho-1504046
ABSTRACT

BACKGROUND:

Due to the rapid spread of coronavirus disease 2019 (COVID-19) around the world, the World Health Organization (WHO) declared it a global pandemic on March 11, 2020. This declaration had an unprecedented impact on health profession education, especially the clinical clerkship of nursing and medical students. The teaching hospitals had to suspend traditional bedside clinical teaching and switch to digital education.

OBJECTIVE:

To systematically synthesize the available literature on the application of digital education in undergraduate nursing and medical interns during the COVID-19 pandemic.

DESIGN:

A systematic review informed by PRISMA guidelines. DATA SOURCES Five electronic databases were systematically searched PubMed, Embase, MEDLINE (OVID), CINAHL and the Cochrane Library. REVIEW

METHODS:

The retrieved articles were screened at the title, abstract, and full text stages. The Mixed-Methods Appraisal Tool (MMAT) was used to assess the quality of quantitative and mixed-method studies. Then, two reviewers extracted the quantitative data of the included studies.

RESULTS:

A total of 4596 studies were identified following a comprehensive search, and 16 studies were included after removing duplicates and screening, which focused on undergraduate nursing students (3 studies) and medical students (13 studies). We found that the standalone digital education modalities were as effective as conventional learning for knowledge and practice. Different educational technologies have different effects on the knowledge and practice of interns.

CONCLUSION:

Digital education plays a significant role in distance training for nursing and medical interns both now and in the future. The overall risk of bias was high, and the quality of evidence was found to be variable. There is a need for further research designing more quasi-experimental studies to assess the effectiveness of standalone digital education interventions for the remote training of nursing or medical interns to be fully prepared for emergencies.
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Full text: Available Collection: International databases Database: MEDLINE Main subject: Students, Nursing / Education, Medical, Undergraduate / Education, Nursing, Baccalaureate / COVID-19 Type of study: Experimental Studies / Prognostic study / Reviews / Systematic review/Meta Analysis Limits: Humans Language: English Journal: Nurse Educ Today Journal subject: Education / Nursing Year: 2022 Document Type: Article Affiliation country: J.nedt.2021.105183

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Full text: Available Collection: International databases Database: MEDLINE Main subject: Students, Nursing / Education, Medical, Undergraduate / Education, Nursing, Baccalaureate / COVID-19 Type of study: Experimental Studies / Prognostic study / Reviews / Systematic review/Meta Analysis Limits: Humans Language: English Journal: Nurse Educ Today Journal subject: Education / Nursing Year: 2022 Document Type: Article Affiliation country: J.nedt.2021.105183