Theoretical foundations of educational strategies used in e-learning environments for developing clinical reasoning in nursing students: A scoping review.

Autor: Deschênes MF; Faculty of Nursing, Université de Montréal, 2375 Côte Sainte-Catherine Road, H3T 1A8, Montreal, QC, Canada; Center for Innovation in Nursing Education, Université de Montréal, C. P. 6128, succ. Centre-Ville, H3C 3J7, Montréal, QC, Canada. Electronic address: marie-france.deschenes@umontreal.ca., Goudreau J; Faculty of Nursing, Université de Montréal, 2375 Côte Sainte-Catherine Road, H3T 1A8, Montreal, QC, Canada; Center for Innovation in Nursing Education, Université de Montréal, C. P. 6128, succ. Centre-Ville, H3C 3J7, Montréal, QC, Canada. Electronic address: johanne.goudreau@umontreal.ca., Fontaine G; Faculty of Nursing, Université de Montréal, 2375 Côte Sainte-Catherine Road, H3T 1A8, Montreal, QC, Canada; Research Center, Montreal Heart Institute, 5000 Bélanger Street, H1T 1C8, Montreal, QC, Canada. Electronic address: guillaume.fontaine@umontreal.ca., Charette M; Faculty of Nursing, Université de Montréal, 2375 Côte Sainte-Catherine Road, H3T 1A8, Montreal, QC, Canada; Center for Innovation in Nursing Education, Université de Montréal, C. P. 6128, succ. Centre-Ville, H3C 3J7, Montréal, QC, Canada. Electronic address: m.charette@umontreal.ca., Da Silva KB; Faculty of Nursing, Université de Montréal, 2375 Côte Sainte-Catherine Road, H3T 1A8, Montreal, QC, Canada; McGill University Health Center, 1001 Décarie Boulevard, H4A 3J1, Montreal, QC, Canada. Electronic address: kenny.baptista.da.silva@umontreal.ca., Maheu-Cadotte MA; Faculty of Nursing, Université de Montréal, 2375 Côte Sainte-Catherine Road, H3T 1A8, Montreal, QC, Canada; Research Center, Montreal Heart Institute, 5000 Bélanger Street, H1T 1C8, Montreal, QC, Canada; Centre de recherche du Centre hospitalier de l'Université de Montréal, 900 Saint-Denis Street, H2X 0A9, Montreal, QC, Canada. Electronic address: marc-andre.maheu-cadotte@umontreal.ca., Boyer L; Faculty of Nursing, Université de Montréal, 2375 Côte Sainte-Catherine Road, H3T 1A8, Montreal, QC, Canada; Center for Innovation in Nursing Education, Université de Montréal, C. P. 6128, succ. Centre-Ville, H3C 3J7, Montréal, QC, Canada; Centre de recherche du Centre hospitalier de l'Université de Montréal, 900 Saint-Denis Street, H2X 0A9, Montreal, QC, Canada. Electronic address: louise.boyer@umontreal.ca.
Jazyk: angličtina
Zdroj: Nurse education in practice [Nurse Educ Pract] 2019 Nov; Vol. 41, pp. 102632. Date of Electronic Publication: 2019 Oct 01.
DOI: 10.1016/j.nepr.2019.102632
Abstrakt: E-learning environments expand opportunities for the use of educational strategies that may contribute to the development of clinical reasoning in nursing students. The purposes of this scoping review were the following: 1) to map the principles of cognitive companionship and the theoretical foundations underlying the design and implementation of educational strategies used in e-learning environments for developing clinical reasoning in nursing students; and 2) to identify the types of educational strategies used in e-learning environments for developing or assessing clinical reasoning in nursing students. A scoping review was conducted and was based on the Joanna Briggs Institute Framework. Bibliographical databases were searched for studies published between January 2010 to July 2017. Out of 1202 screened articles, 18 met eligibility criteria and were included in this review. Principles of cognitive companionship in e-learning environments provide key clues from a learning support perspective, such as integrated feedback, interactive group discussion, gaming, and questioning. However, theoretical foundations underlying educational strategies in e-learning environments are poorly documented and insufficiently associated with cognitive learning models. E-learning environments must have solid theoretical foundations to provide support for the development of CR in nursing students.
(Copyright © 2019 Elsevier Ltd. All rights reserved.)
Databáze: MEDLINE
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