Related Experiment Video
Updated: Jan 13, 2026
13:44
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
4.1K
Conventional vs. e-learning in nursing education: A systematic review and meta-analysis
Ari Voutilainen1, Terhi Saaranen1, Marjorita Sormunen1
1Department of Nursing Science, University of Eastern Finland, Yliopistonranta 1C, Kuopio, Finland.
Nurse Education Today
|December 31, 2016
Summary
E-learning in nursing education shows a modest benefit, increasing test scores by five points compared to traditional methods. Further research is needed to understand factors influencing these learning outcomes.
Area of Science:
- Health Professions Education
- Nursing Education Research
- Educational Technology
Background:
- E-learning effectiveness in health professions varies by learning outcome and comparison method.
- Limited meta-analytic data exists on e-learning versus conventional learning in nursing education.
Purpose of the Study:
- To determine the effect size of e-learning on nursing education learning outcomes.
- To evaluate the quality of studies comparing e-learning and conventional learning in nursing.
Main Methods:
- Systematic literature search of six databases (2011-2015).
- Quality assessment and risk of bias evaluation for included studies.
- Random-effects meta-analysis to pool mean differences in learning outcomes.
Main Results:
- 10 studies were included; 9 were rated as good quality but with risk of bias (primarily performance bias).
- E-learning methods yielded average test scores 5 points higher (on a 0-100 scale) than conventional methods.
- Significant heterogeneity was observed across studies.
Conclusions:
- The impact of e-learning on nursing education outcomes is situational.
- Meta-regressions are recommended to identify factors causing outcome variation.
- Separate meta-analyses may be needed for e-learning interventions targeting nursing knowledge versus skills.
