Virtual interactive learning in Nursing Education: A Systemic Review

Abstract

Background: The advancement of the nursing profession necessitates the acquisition of skills that encourage lifelong learning. Self-directed learning is one of the competencies highlighted in the 21st Century Learning Frameworks that are crucial for nursing students.

Objective: The goal of this study was to see how prepared undergraduate nursing students were for self-directed learning.

Methodology: The PRISMA declaration and the Centre for Reviews and Dissemination recommendations were used to conduct a systematic literature evaluation of randomized controlled trials (RCTs). The 'articles' were selected by title, abstract, and full text systematically using online databases i.e. google Scholar, PubMed, Medline. The validity and analysis of the original research was assessed using the narrative synthesis.

Results: The students were demonstrated sufficient preparation for virtual learning, which positively impacted their careers and in-service education and aid in creating a student-centered nursing curriculum.

Conclusion: The students demonstrated sufficient preparation for SDL, which will have a positive impact on their professional and in-service education, as well as aid in the creation of a student-centered nursing curriculum.