Lifelong Learning Perspective Research Articles

Complex motivations of Japanese medical students to an online medical English course during the COVID-19 pandemic.

Background: In response to globalism, many East-Asian countries now include a Medical English course in their undergraduate medical education syllabus. The purpose of this study was to explore the relationship between the related attribute factors of students' motivation to learn medical English through an online modality. Methods: Of 134 eligible fourth-year medical students who participated in an Online Medical English course at a Japanese medical school, 105 were enrolled in this single cohort study. The participants completed pre- and post-course surveys regarding their motivation during the course, including perceived academic control and task value, and their assignment scores. A structural equation model was used to examine the hypothesized relationship of constructs, based on control-value theory. Results: The model showed a good fit for the data (χ 2[df=7] = 1.821, p=0.969, CFI = 1.000, RMSEA < 0.001, SRMR < 0.05, GFI = 0.993, AGFI = 0.980). The latent variables of the perceived course achievement related to the observed variables of academic control and task value scale scores, and negatively predicted willingness for self-study after course completion. In addition, the preference of English as the course language negatively predicted willingness for self-study of medical English. Conclusion: Choice of English as the language of instruction and perceived high course achievement negatively predicted students' motivation for further English self-study after the class. The importance of incorporating the perspective of lifelong learning into the teaching of medical English was recognized.

Rethinking literacy from a lifelong learning perspective in the context of the Sustainable Development Goals and the International Conference on Adult Education.

Despite general agreement that a 21st-century learning society must also be a literate society, there is still a long way to go to achieve a broad consensus on how to achieve this within an explicit lifelong learning vision. The Seventh International Conference on Adult Education (CONFINTEA VII – June 2022) is an excellent opportunity to rethink literacy from a lifelong learning perspective in order to fully tap its transformative potential in the achievement of the United Nations Sustainable Development Goals (SDGs). By using a theoretical framework of lifelong literacy, this article analyses the main challenges associated with applying the lifelong learning principle to literacy, in particular in the context of aligning CONFINTEA’s review and improvement of adult learning and education (ALE) strategies with SDG processes. The authors demonstrate that a limited understanding of literacy as part of lifelong learning still prevails, and that literacy promotion suffers from ambiguity and dissonances. They also provide analyses of literacy policies, strategies and programmes that have been successful in adopting a lifelong learning approach, drawing out some important lessons on how this can be achieved. In particular, the authors argue, more attention needs to be paid to the demand side of a literate environment and to motivation, enabling continuity of learning by making literacy part of people’s broader learning purposes. To contribute to the ongoing discussion on reframing literacy from a lifelong learning perspective in the context of the 2030 Agenda for Sustainable Development and the potential development of a new “framework for action” during CONFINTEA VII, this article offers three fundamental considerations that should inform policy and strategic planning with regard to conceptual orientation, programmatic responses and institutional connections.

An Exploratory Study on the Meaning of Death in the Perspective of Lifelong Learning Viewed through the Reflective Lived Experiences of Funeral Directors

‘평생’이라는 삶의 여정은 한 사람이 보내야 하는 배움의 궤적으로, 전 생애에 걸쳐 이루어지는 다양한 경험과 성찰의 연속으로 이루어져 있다. 그 삶의 궤적 안에 우리는 존재론적으로 태어남과 동시에 ‘죽음’을 향해 나아가는 것이다. 본 연구는 장례지도사의 경험과 성찰이 평생학습적으로 어떤 의미를 가지는지를 탐구하였다. 장례지도사인 연구참여자들은 주검의 처리를 통하여 삶과 죽음의 ‘경계넘기’ 모습을 발견하였다. ‘삶’과 ‘죽음’은 하나라는 관점에서 ‘시간의 경계넘기’와 사회의 횡적(Lifewide)으로의 학습연계로서의 경계를 넘는 ‘공간의 경계넘기’, 고인과 관계맺기를 했던 지인들을 바라보면서 ‘관계의 경계넘기’를 하는 모습을 발견하였다. 그리고 ‘삶’과 ‘죽음’에 대한 사유로부터 실존적인 의미를 탐구하였다. 죽음을 맞이하는 그 순간까지 삶의 완성을 위한 평생교육적 의미를 발견하게 된다. 삶을 통해 살아나가는 법을 알아나가고(Learning to know), ‘차이’나는 삶의 실천들의 반복(Learning to do)을 통해 삶의 궤적을 그려낸다. ‘삶’은 더불어 함께 살아가기 위한 과정(Learning to live together)에 놓여있으며, 삶과 죽음에 대한 사유로부터 나 자신의 실존(existence)적 의미를 탐구(Learning to be)하게 된다. 자기존재 탐구의 완성을 위해서는 ‘존재하기 위한 학습’의 단계 전에 죽음(죽어감)을 위한 학습(Learning to die/dying)이 먼저 선행이 되어야 할 것이다. 삶을 잘 마무리하고, 죽음을 잘 준비하는 것은 평생교육이 지향하는 삶의 중요한 과제이므로 ‘주검’과 ‘죽음’ 사이에서 ‘삶’을 바라보면서 성찰해 나가고, 그 성찰을 통해 새로운 ‘삶’으로의 학습과 실천이 필요함을 제시한다.

Exploration of experiences with middle-aged women’s sewing activities from lifelong learning perspective

It is a phenomenological study how the middle-aged women’s experiences with sewing activities influence their lives. The study participants are middle-aged women in their 50s who have constantly participated in their sewing activities since their first registration for sewing program in a local lifelong learning center. They took part in their sewing activities with various purposes and motivations (good memories in childhood, accidental opportunities, leisure, and economic reasons) and discovered their talent for sewing. However, while recognizing social prejudice, they continued their sewing activities and experienced healing, achievement, and a sense of happiness through immersion in the process. Sewing activities served as a useful medium in the field of sharing and serving the local community. The research participants made self-directed and passionate challenges and efforts for self-realization. They expressed their aspirations and expectations that they would not stop sewing for the rest of their lives, aiming for happiness in their middle-aged lives and future lives that are on a continuum. On the basis of the participants' sewing experiences, a human network that interacts with others through reciprocal camaraderie was acting as a driving force. In the study results, it was confirmed that needlework is the middle-aged women' lives themselves and a driving force to lead their lives positively. This study is meaningful to explore the middle-aged women’s sewing experiences trivially treated from lifelong learning perspective.

Introducing society

Public libraries have a societal duty to promote the peaceful coexistence between population and are therefore involved in integration work. However, the question is whether the integration perspective is suitable for addressing current issues or if other perspectives are more adequate. To study this, I conducted a literature review of published articles on Scandinavian public libraries’ integration work, six semi-structured interviews with male asylum seekers and an email interview with the chief operations officer at three asylum reception centres in Denmark. Using a lifelong learning perspective, I was able to consider the six asylum seekers’ experiences with integration in new ways. It became evident how integration is an ambiguous concept, and how the integration process does not constitute temporary phases but rather initiates lifelong learning processes, just like the activities native Danes conducts in their efforts to handle their lives in late modernity. The lifelong learning perspective probably cannot replace the integration perspective, but it may help us understand which activities are appropriate for public libraries to engage in. The public libraries’ task is not to assimilate, but to promote new citizens’ opportunities for peaceful coexistence by facilitating people’s participation in society.

MUSICOVID-19: When the world paused but singing continued

The COVID-19 pandemic was unexpected and changed most aspects of our lives in a very short period; it led to surprising and unexpected experiences and changes for most people. To cope with these changes and hardship, Italians turned to songs as a medium of emotional and communicative expression. The songs that resounded from the windows, balconies, and homes of families came from the past and the present, connecting generations and serving as a medium to strengthen people’s individual and collective resilience. This study offers a reflection of qualitative research using a phenomenological approach on the impact of the COVID-19 pandemic on the practical musical experience of local communities from a Transformative, Lifelong, and Intergenerational Learning perspective. Purposeful sampling for this study was conducted through invitations to choral- and music associations for families to volunteer to participate in the study. Of the more than 30 families who volunteered, 82 individuals from 15 families in the provinces of Emilia Romagna (n=50) and South Tyrol (n=32), Italy, best met the sampling criteria. The methodology relied on semi-structured interviews as a research tool, accompanied by a thematic analysis of the narratives according to the aforementioned perspectives. The results show that participants used communal singing and music-making as important forms of helping, caring and sharing. This demonstrates the positive role of shared music-making and singing in improving wellbeing and promoting various forms of learning during social isolation COVID-19.

UN’ESPERIENZA DI TEAM BASED LEARNING NELLA MEDICAL EDUCATION AI TEMPI DEL COVID-19: UNA SPERIMENTAZIONE DIGITALE

In recent decades, Medical Education has undergone several radical changes. Moreover, the changes currently due to the Covid-19 emergency must be added. This paper aims to share the results of a teaching innovation in medical education based on Team-Based Learning (TBL), which was implemented within an elective course in the Master's Degree Course in Medicine and Surgery. The results of the mixed method evaluative research led to identify interpretative elements concerning the students’ engagement, their outcomes, and their perceptions about the teaching approach. The TBL, if introduced progressively and implemented with appropriate scaffolding actions through the exploitation of the potential of educational technologies, can lead to positive results. It can indeed facilitate a greater involvement of the students and the mobilization of the knowledge autonomously acquired in order to face tasks with increasing cognitive complexity, as well as an empowerment process of the learning to learn skill in the perspective of lifelong learning.

Knowledge of the Corporate Social Responsibility Concept as a Part of the Intellectual Capital of Small and Medium-sized Organizations from the Perspective of Lifelong Learning

The concept of corporate social responsibility (CSR) can be understood as a part of the intellectual capital (IC) of organizations, as a set of tacit knowledge of CSR holders transferred into the form of explicit knowledge recorded in the documents of organizations. The aim of this study, in terms of lifelong learning, is to determine whether CSR is a part of the IC, whether the knowledge of the CSR concept is of a tacit or explicit nature and to what extent the potential of such knowledge is used by small and medium-sized organizations (SMEs). The presented data are a selection taken from 3 studies carried out by the authors in 2014-2019. The study was conducted in the Olomouc region, SMEs were the respondents, and the content of the study referred to CSR. The data show that a tacit form of knowledge of the CSR concept prevails.

Educational Leadership in Higher Education: A Scientific Literature Review

Nowadays leadership became one of the most popular subjects for research field. Leader is a person who holds superior power which enables him/her to influence, lead and control people around. The main purpose of this article is to highlight and review literature of an educational leadership in a higher education. The importance of this article is to understand what sort of problems educational leadership research is facing nowadays as well as what are the innovative leader perspectives in the educational leadership. Thus, it is important to discuss more about leadership in higher education and the most relevant question is what are the trends in educational leadership in higher education from literature review perspective? Looking from a life-long learning perspective it has been noted that learning how to be a leader or how to lead your organization is a lifelong experience, which starts at an early student stage and continues until you are a teacher.

MEMUPUK KEBERAKSARAAN: BERINOVASI DALAM PERSPEKTIF BELAJAR SEPANJANG HAYAT

Many studies have suggested the relationship between innovation and lifelong learning that are interrelated. However, it is still difficult to find research that takes the viewpoint of innovation as an implication of a lifelong learning process which cultivates literacy. By collecting conceptual literatures on innovation and lifelong learning, this article aims to provide a perspective view of the concept of lifelong learning in innovation. This article also contributes to encourage adults to have the mindset to always learn without being limited by space and time in creating innovation so as to avoid being illiterate again. The findings of this article suggest the idea that innovation can create learning processes. Even in the learning process, it can have implications for innovation. In the future research requires a significant amount of time to examine various perspectives and conceptual issues related to innovation seen in the perspective of lifelong learning.

Discorsi emergenti nelle politiche di Lifelong Learning per i giovani adulti: riflessioni su due casi studio in Italia

The article presents a selection of the main results of the project “YOUNG ADULLLT. Policies Supporting Young People in their Life Course. A Comparative Perspective of Lifelong Learning and Inclusion in Education and Work in Europe” funded by the Horizon 2020 Programme. The project has involved research teams from 9 countries and its main focus was on the policy-making patterns, the aims and the implementation of the Lifelong Learning (LLL) policies targeting young adults at regional/local level. By the integration of quantitative and qualitative methods, the project has investigated the compatibility among the aims of the LLL policies, also in relation to their capacity to grasp the actual needs of their target. Further, the potential gap between intended and unintended effects of the policies has been explored in relation to the broader structural and cultural changes which prompt the biographical de-standardisation and affect the labour and skills market. Drawing from the main results of the analysis of two Italian case studies by a Cultural Political Economy perspective (Sum, Jessop, 2013), the article explores the discourses underlying the processes of policy-making and implementation of the analyzed LLL measures, with particular regard to the discourses on activation, needs and vulnerability of the target groups.

Orientação profissional para estudantes universitários com deficiências: conceitos, políticas e práticas

As discussões inerentes às pessoas com deficiências que têm ingressado na Educação Superior e no mundo de trabalho incitam a necessidade de subsídios teóricos, políticos e práticos para a promoção de sua orientação acadêmico-profissional. Nesse sentido, a presente pesquisa objetivou: a) identificar produções científicas nacionais e internacionais que tiveram como foco temático a orientação profissional de estudantes universitários com deficiência; b) analisar a inter-relação entre os conteúdos das produções científicas e os documentos oficiais nacionais; e c) identificar e analisar elementos que possam constituir a elaboração e implantação de serviços de orientação profissional. Trata-se de uma revisão bibliográfica sistemática integrativa, valendo-se de descritores Thesaurus e operadores booleanos. Por meio do Portal de Periódicos Capes e Redalyc, foi possível a identificação, análise e discussões no âmbito das seguintes unidades temáticas: Documentos Norteadores Governamentais; Medidas Administrativas Institucionais; Estratégias Didático-Pedagógicas e Curriculares; Programas e Atividades de Extensão; Atores e Formação para a Orientação Profissional; Materiais e Instrumentos. A análise integrativa indicou que um programa adequado de orientação profissional para estudantes universitários com deficiência deva ser proposto sob uma perspectiva biopsicossocial, envolvendo as instituições de ensino e o mundo do trabalho, fomentando a autonomia, o reconhecimento de suas identidades, diferenças, expectativas profissionais e de vida, sob a perspectiva do lifelong learning.

Review of Valentina Milenkova and Siika Kovacheva’s book „ Regional Insights to Lifelong Learning Policies in Support of Young Adults in Bulgaria“

Valentina Milenkova and Siika Kovacheva's book "Regional Insights to Lifelong Learning Policies in Support of Young Adults in Bulgaria" (Регионални измерения на политиките за учене през целия живот в подкрепа на младите възрастни в България) has been published in English by Avangard Prima in Sofia in this 2020 - ISBN 978-619-239-316-8. This book presents the increased role of education in the modern European societies. An important milestone in the LLL polices in the book are research projects. Such is the project "YOUNG_ADULLLT - 'Policies Supporting Young Adults in their Life Course. A Comparative Perspective of Lifelong Learning and Inclusion in Education and Work in Europe" with Coordinator: Prof. Dr. Marcelo Parreira do Amaral from the University of Munster, funded under the Horizon 2020 program. One of the important features of the project is its commitment to the functional region – a specific amalgam of functional relations between diverse institutions in a particular area (Parreira do Amaral, 2019). The functional region as a key concept was used in the project to indicate specifics in terms of living conditions, education, institutions that form the skills of young people.&#x0D; The structure of the book is: an introduction, five chapters, a conclusion and annexes. The main focus is on the policies and practices of diverse educational institutions and understanding of the link policy- practice as а decisive factor for modern education.

탈현대사회, 전환학습으로서 평생 학습적 관점에서 『논어』읽기

이 논문의 목적은 현대에서 탈현대사회로 나아가는 도상에서, 최첨단 테크놀로지 혁명에 따른 급격한 사회. 교육적 병리현상을 치유할 수 있는 방안으로서 탈현대적 교육 패러다임의 설계를 『논어』속에 녹아 있는 공자의 전환학습으로서의 평생 학습관점에서 찾으려 한다. 이를 위해서 먼저, 사회적, 교육적 병리현상들을 탐색하여 문제의 심각성을 드러낼 것이다. 다음으로 이러한 문제점들을 완화시켜 줄 수 있는 사상적 대안으로서, 새롭게 정립된 교육모델을 동양적 사고, 특별히 공자의 인간을 바라보는 시선과 교육적 언설에 녹아 있는 지혜 속에서 탐색해 본다. 공자의 인간관은 사랑을 바탕으로 한 인의 실천으로 구현된 인자이었으며, 인자로의 구현은 일상생활 속에서 충. 서의 개념을 극기복례와 역지사지로 실천해 나가는 것, 즉 학습을 통해서 끊임없이 자신을 성찰해 나가는 습관 형성으로 완성되는 것임을 강조하며, 이를 위해서 지속적인 호기심과 인내심으로 배움을 좋아하고 즐겨야 하는데 바로 이것이 위기지학의 지름길임을 도출할 것이다.<BR> 따라서 탈현대사회를 견인해 나갈 수 있는 교육모델로서 위기지학이 될 수 있는 교육과 학습은 평생 동안 지속될 수 있는 학습으로 지향되어야 한다는 것을 밝히며, 무엇보다도 공자의 위기지학의 학습실천이 어느 특정한 시기, 즉 학교교육을 통해서 완성되는 것이 아니라 평생 동안 학문과 학습을 통해서 자신을 끊임없이 성찰하여 일신 우 일신으로 변화. 개선시켜 전환학습으로 나아갈 때 성취된다는 것을 강조할 것이다.<BR> 전환학습으로 나아가는 공자의 학습과정은 일생동안 자신이 스스로 배움에 나아가는 차례를 6단계, 즉 ‘지학-이립-불혹-이순-지천명-종심소욕으로 순서 매기고 몸소 실천한 결과물임을 보여 준다. 이러한 학습전개는 공자 자신이 평생에 걸친 겸손한 배움과 실천의 노력이었으며, 그 변화 과정의 흔적을 보여 주고 있다는 점에서 형이상학적이 슬로건의 나열이 아니라 더욱 더 사실적이며 경험적인 지혜를 담고 있으며, 이런 의미에서 지금 이 현실에서도 생명력을 가지고 있다는 것을 시사해 주고 있음을 확인한다.<BR> 현대교육의 문제점들을 완화시켜 주며, 성숙한 인간 함양으로 나아갈 수 있는 교육과 학습의 모델로서 전환학습으로의 지향을 강조하고 있는 공자의 평생학습모델은 학습이란 학교교육을 넘어서서 평생 동안 지속적으로 진행되어야 한다는 것, 그리고 이렇게 누적된 학습경험이 결국 현대사회와 우리를 지배하고 있는 편협성과 자기중심성, 고정관념의 틀을 깨뜨리고 새로운 시각으로 사물과 현상에 새로운 의미와 가치를 부여하며 바라볼 수 있는 혜안을 키워주는 교육이 될 수 있음을 시사해 주고 있다는 점에 주목하게 될 것이다. 이런 견지에서 각박한 현대사회에서 탈현대사회로 나아가 사람다운 사람으로 살아가기 위한 방안으로 호학정신을 바탕으로 평생도록 이를 실천해 나가는 자기 성찰적 삶을 살아가기를 촉구하는 공자의 삶은 평생학습자로서의 전형과 면모를 예시해 주고 있다는 점에서 오늘날 전환학습으로서의 평생학습의 모델로 간주 될 수 있음을 확인한다.

Erasmus+ programs-the need to create a competitive space of the Romanian education system

Abstract The need to create a competitive framework of the Romanian education system and the current needs of the labor market have aroused the interest of the human resource in the pre-university education, which manifests its interest towards the European funds that can be attracted in the field of education and which are necessary for the creation of a context that raises the education system to the standards of the European Union, a fact also demonstrated by the legislation in force. By the Government Decision no. 76 / 27.01.2005 and the Government Decision no. 67/2007 has been designated the National Agency for Community Programs in the Field of Education and Vocational Training (“Agency”, AN), as an agency for implementing the community programs “Lifelong Learning” (LLP), “Youth in action” (YiA) and Erasmus Mundus from 2007-2013. This document included the Europass National Center, the Eurydice National Unit and the Eurodesk National Office in the AN. In 2013, through the Government Memorandum no. 10988/ 09.12.2013, AN was designated as the Implementing Agency for the Erasmus + program, from 2014-2020, having as a mission the administration of the European Union program that supports the national project for the better change of communities, attitudes and mentalities of individuals. Erasmus + is the EU program in the fields of education, training, youth and sport for the period 2014-2020. Education, training, youth and sport make a significant contribution to combating socio-economic change, to Europe’s greatest challenges by the end of the decade, and to the implementation of the European policies for growth, jobs, equity and social inclusion. Combating the rising unemployment rate - especially among young people, has become one of the most urgent tasks of European governments. Too many young people leave school prematurely, thus risking becoming unemployed and socially marginalized. The same risk threatens many low-skilled adults. The technologies change the way the company operates, so their full use is necessary. European companies need to become more competitive through talent and innovation. Europe needs more cohesive and inclusive societies that enable citizens to play an active role in democratic life. Education and youth activities are essential elements for preventing radicalization through violence and by promoting common European values, social inclusion, enhancing interculturality and a sense of belonging to a community. Erasmus + is an important tool for promoting the integration of people from disadvantaged backgrounds, of newly arrived migrants, responding to critical events affecting European countries. The Erasmus + program aims to help the countries participating in the program to effectively use Europe’s talent and social capital, in a lifelong learning perspective, by linking the support provided to formal, non-formal and informal learning in the fields of education, training and youth.

Metodi autobiografici e coding per lo sviluppo dell’autoconsapevolezza e delle competenze trasversali.

In the current knowledge society, the meta-competence of Learning to learn and transversal skills are fundamental. It is therefore necessary for individuals to understand what their level of mastery of these skills is and what strategies they can implement to improve themselves. Self-awareness, creativity and digital technologies, as well as being fundamental tools for operating in the constantly changing contemporary world, are also valid support tools for the literacy and training of active and informed citizens. With this in mind, in the academic year 2019/20, a research project was carried out through using autobiographical methods and coding. The autobiographical writing formats and the multimedia products created through coding with the Scratch language have been developed during workshops in the presence and online, remotely, on a portal. Students wrote their life experiences in order to better understand them, to know the level of mastery of certain skills, what factors or events influenced their choices and creatively rethink and rework their experiences. This article reports the main results of this study, which confirm that both the autobiographical format and the use of digital technologies are useful tools for the education and training of people, especially in a lifelong learning perspective.

Innovation skills training in a lifelong learning programme for unemployed people, in Catalonia (Spain)

Innovation skills are valuable in the context of knowledge-based economy and they are present in many political agendas. This article adopts the European Union’s perspective of lifelong learning and the role of innovation in the Strategic Framework - Education and Training 2020, and it intends to explore innovation training in a lifelong learning programme for unemployed in Catalonia (Spain). The study analyses quantitative and qualitative data of the 281 responses from students who have studied, or they were studying in the programme, in 2016. Through the exploration of the innovation skills we identified the following groups: new tools, innovative sectors, new methodologies, new work processes and ICT skills. The study also identified two types of strategies that favour training of the innovation skills, promoted either by the expert who teaches or by the centre’s work philosophy. Finally, we discuss limitations and future research in this line.

Lifelong learning pathway of a coach developer operating in a national sport federation

Coach developers play essential roles in “coaching the coaches,” and investigating their lifelong learning pathway is key for better understanding the mechanisms that lead certain coaches to become coach developers. Thus, the purpose of the paper was to conduct a case study to investigate the lifelong learning pathway of a coach developer operating in a national sport federation. The case investigated is Mille, a certified coach developer in charge of the Brazilian Rugby Federation’s coach education program. Data were collected through the Rappaport Time Line and two semi-structured interviews. An interpretative phenomenological analysis was adopted to explore the lived experiences reported by the participant. The results highlighted that Mille is an individual driven by challenges provided either by external factors (i.e. school, university, work) or by his own choices (i.e. becoming a coach, becoming a coach developer, starting a PhD) for personal and professional development. Specific life events led him to make decisions for evolving in his roles, from athlete, to coach, to coach developer, and to “master trainer,” which is the highest level of certification provided by World Rugby. Practical implications are suggested to contribute to the organization of education initiatives for coach developers through a lifelong learning perspective.

Politiche, pratiche formative e competenze per l'occupabilità degli adulti nell'era digitale

The paper aims to reflect, with a multidisciplinary approach, on the changes that adult learning systems are experiencing in the context of technological progress, population ageing and the emergence of a knowledge-based economy. In particu-lar, the article highlights the relationship between these phenomena and the need to adapt the skills in order to improve adult employability. This requires rethinking the role of education and vocational training with a lifelong learning perspective. The analysis focusses on adults in need to keep their skills up to date in a context characterized by instability, competitiveness, technological change and the exten-sion of working life. A specific focus is given to the innovations introduced to re-think both adult learning approaches and methods. In the final part, the five arti-cles of the special issue are introduced. Conclusions present some recommenda-tions for policies on adult learning.

Effects of E-Learning in a Continuing Education Context on Nursing Care: Systematic Review of Systematic Qualitative, Quantitative, and Mixed-Studies Reviews.

BackgroundE-learning is rapidly growing as an alternative way of delivering education in nursing. Two contexts regarding the use of e-learning in nursing are discussed in the literature: (1) education among nursing students and (2) nurses’ continuing education within a life-long learning perspective. A systematic review of systematic reviews on e-learning for nursing and health professional students in an academic context has been published previously; however, no such review exists regarding e-learning for registered nurses in a continuing education context.ObjectiveWe aimed to systematically summarize the qualitative and quantitative evidence regarding the effects of e-learning on nursing care among nurses in a continuing education context.MethodsWe conducted a systematic review of systematic qualitative, quantitative, and mixed-studies reviews, searching within four bibliographic databases. The eligibility criteria were formulated using the population, interventions, comparisons, outcomes, and study design (PICOS) format. The included population was registered nurses. E-learning interventions were included and compared with face-to-face and any other e-learning interventions, as well as blended learning. The outcomes of interest were derived from two models: nursing-sensitive indicators from the Nursing Care Performance Framework (eg, teaching and collaboration) and the levels of evaluation from the Kirkpatrick model (ie, reaction, learning, behavior, and results).ResultsWe identified a total of 12,906 records. We retrieved 222 full-text papers for detailed evaluation, from which 22 systematic reviews published between 2008 and 2018 met the eligibility criteria. The effects of e-learning on nursing care were grouped under Kirkpatrick’s levels of evaluation: (1) nurse reactions to e-learning, (2) nurse learning, (3) behavior, and (4) results. Level 2, nurse learning, was divided into three subthemes: knowledge, skills, attitude and self-efficacy. Level 4, results, was divided into patient outcomes and costs. Most of the outcomes were reported in a positive way. For instance, nurses were satisfied with the use of e-learning and they improved their knowledge. The most common topics covered by the e-learning interventions were medication calculation, preparation, and administration.ConclusionsThe effects of e-learning are mainly reported in terms of nurse reactions, knowledge, and skills (ie, the first two levels of the Kirkpatrick model). The effectiveness of e-learning interventions for nurses in a continuing education context remains unknown regarding how the learning can be transferred to change practice and affect patient outcomes. Further scientific, methodological, theoretical, and practice-based breakthroughs are needed in the fast-growing field of e-learning in nursing education, especially in a life-learning perspective.Trial RegistrationInternational Prospective Register of Systematic Reviews (PROSPERO) CRD42016050714; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=50714