Factors influencing postgraduate nursing students' engagement with online learning in higher education: A mixed...

To identify and examine factors affecting postgraduate nursing students' engagement with online learning in higher education.

Online learning offers registered nurses flexible opportunities for postgraduate study. However, maintaining engagement can be challenging and specific influences on this group require further investigation DESIGN: Mixed methods literature review following systematic review principles.

A systematic search was conducted in November 2022 and updated in February 2025 across six databases: CINAHL Ultimate, MEDLINE, ERIC, APA PsycInfo, Academic Search Ultimate and Education Research Ultimate. The review adhered to PRISMA guidelines. A convergent integrated approach was employed to synthesise qualitative, quantitative and mixed methods findings using thematic analysis. While undertaken by a single reviewer and not registered with PROSPERO, established systematic review methods and a formal quality appraisal tool were applied.

Fifteen studies met the inclusion criteria. Seven themes were identified: (1) convenience of online learning; (2) curriculum design; (3) educator presence; (4) social interaction with classmates; (5) technology issues; (6) independent learning; and (7) working with peers. These themes could act as enablers, barriers, or both for engagement with online learning CONCLUSIONS: Engagement in postgraduate online learning is shaped by a complex interplay of personal, social and structural factors. Key enablers include educator presence, supportive learning communities and well-structured curricula; persistent barriers include isolation and time pressures. Tailored, inclusive teaching strategies, alongside further research into a broad range of influences on engagement, including cultural and technological factors, are essential to optimise learning experiences and support postgraduate nurses in evolving digital environments.