Comparative Effectiveness of E-Learning versus Instructor-Led Training on Nursing Knowledge and Documentation Proficiency: A Systematic Review

Abstract

Background: E-learning and instructor-led training have emerged as prominent educational modalities for imparting nursing documentation knowledge and proficiency, but their comparative effectiveness remains underexplored.

Methods: A systematic review was conducted using PRISMA guidelines. Electronic databases were searched to track studies published between 2009 and 2024. Studies comparing e-learning and/or instructor-led training interventions for nursing documentation were included. Data extraction, quality assessment, and meta-analysis were performed.

Results: Five (5) randomised and non-randomized studies were included. A total of 51 records were identified through database and manual searches and 5 eligible records were included in the study after screening. The included studies were conducted across Canada, Singapore, UK, and Iran. The studies consisted of one randomized controlled trial and four quasi-experimental designs, involving 352 individuals in e-learning groups and 370 in instructor-led groups, with interventions varying in duration from a few hours to seven weeks. The meta-analysis showed no significant difference in overall effect of e-learning and instructor-led approaches in enhancing nursing knowledge (p = 0.48) and nursing documentation (p = 0.72).

Conclusion: Both e-learning and instructor-led training show promise in enhancing nursing knowledge and documentation proficiency. Tailored educational programs, organizational support, long-term follow-up, standardized outcome measures, cost-effectiveness analysis, and interdisciplinary collaboration are recommended to advance nursing documentation education and practice.