Background: Online learning is an essential component of higher education (HE), particularly for postgraduate taught (PGT) nursing students balancing academic study with professional and personal responsibilities. Understanding the factors that influence their engagement with online learning is crucial for developing effective educational strategies.
Objective: This review aims to identify and examine the factors affecting PGT nursing students’ engagement with online learning in HE and to provide recommendations for HE nursing educators to refine teaching approaches that enhance student engagement.
Methods: A mixed methods systematic literature review was conducted following Bettany-Saltikov and McSherry’s (2016) guidelines and the Joanna Briggs Institute methodology for mixed methods systematic reviews (Lizarondo et al., 2020). This approach enabled the integration of quantitative, qualitative, and mixed methods studies, ensuring a comprehensive analysis.
Findings: PGT nursing students highly value the flexibility and accessibility offered by online learning, as it accommodates their professional commitments and supports access to continued professional development (CPD). Online learning provides an inclusive educational environment for students facing travel limitations or caregiving responsibilities. These findings align with the broader literature, which highlights the ability of online learning to fit into the busy schedules of nurses. However, despite these benefits, online learning presents challenges for PGT nursing students who struggle to balance work and family commitments with the time demands of online learning. Additionally, while PGT nursing students express a desire for social interactions, compared to on-campus learning, online learning can lack structure and access to tutors and lead to isolation, factors which hinder engagement.
Implications: The review offers four key recommendations. Firstly, clear boundaries and expectations for online activities should be set for both students and educators, alongside structured protocols for online group work. Secondly, educators should promote a sense of community through accessible technologies, shorter online sessions, and small, discipline-specific groups. Thirdly, educator presence is crucial, requiring time and technological resources to support diverse and affordable teaching strategies that combine synchronous and asynchronous learning. Finally, institutions must proactively address technological barriers to promote inclusivity, ensuring students have adequate IT support, financial assistance, and access to welfare services.
Conclusion: Effective engagement in online learning for PGT nursing students requires structured, interactive, and well-supported educational approaches. Addressing these key factors can enhance student experiences and learning outcomes in HE nursing education.
References
Bettany-Saltikov, J. & McSherry, R. (2016) How to do a systematic literature review in nursing: a step-by-step guide, 2nd edition. London: McGraw-Hill/Open University Press.
Lizarondo, L., Stern, C., Carrier, J., Godfrey, C., Rieger, K., Salmond, S., Apostolo, J., Kirkpatrick, P. & Loveday, H. (2020) Chapter 8: Mixed methods systematic reviews. In Aromataris, E. & Munn, Z. (eds) JBI Manual for evidence synthesis. JBI. Available online: https://doi.org/10.46658/JBIMES-20-09.
Conference theme: Digital Collaboration