Professional

E-learning in a new era: enablers and barriers to its implementation in nursing

Digital Project Nurse, Stockport NHS Foundation Trust, Manchester

Published Online:4 Jun 2020https://doi.org/10.12968/bjcn.2020.25.6.272

Abstract

During these uncertain and unprecedented times, the use of technology has become paramount to staying connected to friends, family, work and society. Social distancing has forced a huge digital transformation to take place, and this will inevitably change the way we work, particularly within healthcare. One dramatic change is the reliance upon e-learning, which is now the preferred method of teaching and training. This article will explore both the benefits and barriers to e-learning, drawing upon the author's experience as a digital project nurse who aided with the implementation of e-learning for community nurses.

References

Ali S, Gulliver S, Uppal M. A conceptual framework highlighting e-learning implementation barriers. Info Tech People. 2018; 31(1):156–180 Crossref, Google Scholar
Carding N. Exclusive: most NHS computers running decade-old version of Windows. Health Sector J. 2020. https://tinyurl.com/v28qk5z (accessed 10 April 2020) Google Scholar
Fletcher S, McLoughlin C, Patel K, Reeves S, Yim A. Interprofessional online learning for primary healthcare: findings from a scoping review. BMJ Open. 2017; 7:e016872. https://doi.org/10.1136/bmjopen-2017-016872 Medline, Google Scholar
Health Education England, Royal College of Nursing. Improving digital literacy. 2017. https://tinyurl.com/ybnpf9o4 (accessed 11 April 2020) Google Scholar
Health Education England. Digital literacy capability framework. 2018. https://tinyurl.com/ybhcd74r (accessed 11 April 2020) Google Scholar
Health Education England. E-learning for healthcare: about us. 2020a. https://www.e-lfh.org.uk/about/ (accessed 9 April 2020) Google Scholar
Health Education England. E-learning for healthcare: coronavirus. 2020b. https://tinyurl.com/vm55mva (accessed 7 April 2020) Google Scholar
Health Education England, FutureLearn and University of Manchester. FutureLearn. AI for healthcare: equipping the workforce for digital transformation. 2020. https://tinyurl.com/y8jhn6pu (accessed 8 April 2020) Google Scholar
Hratinski S. Synchronous and asynchronous e-learning. EDUCAUSE Rev. 2008. https://tinyurl.com/ya9o67et (accessed 11 April 2020) Google Scholar
Kuek A, Hakkennes S. Healthcare staff digital literacy levels and their attitudes towards information systems. Health Informatics Journal. 2019. https://doi.org/10.1177/1460458219839613 Medline, Google Scholar
McCutcheon K. A leadership framework to support the use of e-learning resources. Nurs Manage. 2014; 21(3):24–28. https://doi.org/10.7748/nm.21.3.24.e1214 Crossref, Google Scholar
National Audit Office. Investigation: WannaCry cyber attack and the NHS. 2017. https://tinyurl.com/y9cmk96z (accessed 10 April 2020) Google Scholar
Nursing and Midwifery Council. Emergency standards for nursing and midwifery education. 2020a. https://tinyurl.com/rtt8rsa (accessed 27 April 2020) Google Scholar
Nursing and Midwifery Council. Joint statement on expanding the nursing workforce in the COVID-19 outbreak. 2020b. https://tinyurl.com/slly5lt (accessed 27 April 2020) Google Scholar
Office for National Statistics. Internet access-households and individuals, 2019. 2019. https://tinyurl.com/y77jdwtl (accessed 11 April 2020) Google Scholar
Queen's Nursing Institute. District nursing today: the view of district nurse team leaders in the UK. 2019. https://tinyurl.com/y7nj9c2o (accessed 13 April 2020) Google Scholar
Regmi K, Jones L. A systematic review of the factors-enablers and barriers-affecting e-learning in health sciences education. BMC Medical Education. 2020; 20:91. https://doi.org/10.1186/s12909-020-02007-6 Crossref, Medline, Google Scholar
Ruggeri K, Farrington C, Brayne C. A global model for effective use and evaluation for e-learning in health. Telemed J E Health. 2013; 19(4):312–321. https://doi.org/10.1089/tmj.2012.0175 Crossref, Medline, Google Scholar
Sangrà A, Vlachopoulos D, Cabrera N. Building an inclusive definition of e-learning: an approach to the conceptual framework. Int Rev Res Open Distant Learn. 2013; 13:145–159 Google Scholar
Shahabadi M, Uplance M. Synchronous and asynchronous e-learning styles and academic performance of e-learners. Proc Soc Behav Sci. 2015; 176:129–138. https://doi.org/10.1016/j.sbspro.2015.01.453 Crossref, Google Scholar
Skills for Health. Core skills framework. 2019. https://tinyurl.com/y8uozqd9 (accessed 11 April 2020) Google Scholar
Vaona A, Banzi R, Kwag KH et al.. E-learning for health professionals. Cochrane Database Syst Rev. 2018; 1:CD011736. https://doi.org/10.1002/14651858.CD011736.pub2 Medline, Google Scholar
Varghese J, Rengaramanujam K, Swaminathan N, Vishal K, Romer M. Knowledge and perception of physiotherapy by final year students of various health care professions. Int J Ther Rehab. 2012; 18(11):613–617. https://doi.org/10.12968/ijtr.2012.19.11.613 Link, Google Scholar
World Health Organization. Framework for action on interprofessional education and collaborative practice. 2010. https://tinyurl.com/y9lxuksk (accessed 11 April 2020) Google Scholar
World Health Organization. Coronavirus disease (COVID-19) training: online training. 2020. https://tinyurl.com/voqanok (accessed 27 April 2020) Google Scholar

2 June 2020Volume 25Issue 6

ISSN (print): 1462-4753
ISSN (online): 2052-2215

Metrics

Downloaded 177 times

History

Accepted 1 April 2020

Published online 4 June 2020

Published in print 2 June 2020

Information

Keywords

Acknowledgements:

Thank you to everyone at Stockport NHS Foundation Trust for their hard work.

PDF download