Challenges and Opportunities in Digital Learning Technologies for Nursing Education in Low-Resource Settings: A Scoping Review
DOI:
https://doi.org/10.25159/2520-5293/18827Keywords:
challenges, digital learning technologies, nursing education, low-resource settings, student nurseAbstract
The use of digital learning technologies is becoming increasingly popular worldwide. However, there is a lack of published evidence regarding their application in nursing education, particularly in low-resource settings. To inform the development of digital learning guidelines for use in such contexts, a scoping review was conducted to examine the use of these technologies and the associated challenges. The review question was: What are the challenges and opportunities associated with the use of digital learning technologies in nursing education in low-resource settings? The Joanna Briggs Institute (JBI) scoping review methodology was followed. The databases Scopus, Academic Search Complete, PubMed, and CINAHL were searched using the following criteria: student nurses and nurse educators in nursing education institutions; low-resource settings, defined as low- and middle-income countries; and the use of digital learning technologies. Studies involving non-nursing health professions were excluded. Retrieved papers were screened by title and abstract, with full text reviews conducted as needed. Data were analysed thematically using the digital competence framework. Few studies have been conducted in African countries. Key themes included the use of digital learning technologies in general, their application in clinical teaching and theoretical instruction, and the emergence of artificial intelligence in nursing education. Most reported uses were related to students’ online learning experiences. The main challenges were linked to pedagogical competence, along with the need for administrative and technical competencies, thus extending the existing digital competence framework.
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