Abstract
The purpose of this study was to systematically analyze the effect of online clinical practicum education on the learning of nursing students. For this purpose, a total of 7 studies suitable for the research purpose were selected from among domestic and foreign studies published in the last 10 years until December 2021, and the effects were analyzed using the RevMan 5.4 program and the R program. As a result of analyzing the learning effect of online clinical practicum education by dividing it into cognitive, affective, and psychomotor domains, all three domains were effective. The effect size showed a statistically significant effect in nursing knowledge in the cognitive domain, learning motivation and clinical practice satisfaction in the affective domain and nursing skills performance ability in the psychomotor domain. Meta-ANOVA was performed using grade, intervention period, and clinical practice subjects as control variables in the cognitive and affective domains, where the heterogeneity of online clinical practicum education was high. As a result, statistical heterogeneity of effect sizes between clinical practicum subjects in the cognitive domain was revealed. Based on these results, it is proposed to appropriately utilize online education method in future clinical practicum education design.
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