Factors influencing postgraduate nursing students’ engagement with online learning in higher education: A mixed methods literature review

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Detalles Bibliográficos
Publicado en:	Nurse Education in Practice vol. 88 (Oct 2025), p. 104570-104585
Autor principal:	Chambers, Anthony
Otros Autores:	Whitfield, Clare
Publicado:	Elsevier Limited
Materias:	United Kingdom > UK Databases Literature reviews Collaboration Nurses Higher education Professional development Systematic review Student participation Classroom communication Educational research Distance learning Internet access College students Literary criticism Cultural factors Workforce Online instruction Nurse led services Learning Social interaction Students Curricula Internet Nursing education Teaching Inclusive education Integrative approach Mixed methods research Subject heading schemes Research methodology Nursing Teaching methods Peers Pandemics Curriculum development Information systems Integrated approach Social factors Adult Learning Check Lists Information Seeking In Person Learning Evidence Based Practice Database Management Systems Learner Engagement Educational Strategies Algorithms Educational Quality Influence of Technology Distance Education Educational Methods Learning Processes Learning Theories Class Size Instructional Materials Blended Learning Electronic Learning Labor Force Development Andragogy Educational Needs
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Descripción
Resumen:	Aim To identify and examine factors affecting postgraduate nursing students’ engagement with online learning in higher education. Background Online learning offers registered nurses flexible opportunities for postgraduate study. However, maintaining engagement can be challenging and specific influences on this group require further investigation Design Mixed methods literature review following systematic review principles. Methods A systematic search was conducted in November 2022 and updated in February 2025 across six databases: CINAHL Ultimate, MEDLINE, ERIC, APA PsycInfo, Academic Search Ultimate and Education Research Ultimate. The review adhered to PRISMA guidelines. A convergent integrated approach was employed to synthesise qualitative, quantitative and mixed methods findings using thematic analysis. While undertaken by a single reviewer and not registered with PROSPERO, established systematic review methods and a formal quality appraisal tool were applied. Results Fifteen studies met the inclusion criteria. Seven themes were identified: (1) convenience of online learning; (2) curriculum design; (3) educator presence; (4) social interaction with classmates; (5) technology issues; (6) independent learning; and (7) working with peers. These themes could act as enablers, barriers, or both for engagement with online learning Conclusions Engagement in postgraduate online learning is shaped by a complex interplay of personal, social and structural factors. Key enablers include educator presence, supportive learning communities and well-structured curricula; persistent barriers include isolation and time pressures. Tailored, inclusive teaching strategies, alongside further research into a broad range of influences on engagement, including cultural and technological factors, are essential to optimise learning experiences and support postgraduate nurses in evolving digital environments.
ISSN:	1471-5953 1873-5223
DOI:	10.1016/j.nepr.2025.104570
Fuente:	Sociology Database