Journal of Professional Nursing 46 (2023) 102–110

Contents lists available at ScienceDirect

Journal of Professional Nursing

journal homepage: www.elsevier.com/locate/jpnu

Nursing lecturers' perception toward E-learning approaches used in nursing

colleges: Scoping review
Ronza Al-Teete a, b, Intan Idiana Hassan a, *, Azidah Abdul Kadir c, Raeda AbuAlRub d
a
School of Health Science, Health Campus, Universiti Sains Malaysia, Kelantan, Malaysia
b
Nursing Department, Princess Aisha College for Nursing and Allied Health Science, Al-Hussein Bin Talal University, Maan, Jordan
c
School of Medical Science, Health Campus, Universiti Sains Malaysia, Kelantan, Malaysia
d
Faculty of Nursing, Jordan University of Science and Technology, Irbid, Jordan

A R T I C L E I N F O A B S T R A C T

Keywords: Background: Nursing colleges have traditionally taught students in hospitals and laboratories. COVID-19
E-learning compelled most nursing colleges to embrace e-learning without prior experience or preparation after 2020,
Online learning which may influence nursing educators' views and attitudes toward its use.
Perception
Objective: This scoping review explores the nursing educators' perception of the e-learning approaches used in
Opinions
Nursing educators
nursing colleges.
Nursing lecturers Design: A comprehensive review of five databases, Cochrane, Ebsco (Medline), PubMed, Science Direct, and
Scopus, was conducted, adhering to the Joanna Brings Institute (JBI) standards full theme, utilizing preset
eligibility criteria and adhering to the PRISMA Extension for Scoping review (PRISMA-ScR) recommendations.
Methods: This scoping review examined studies published in English from January 1st, 2017–2022. Three re­
viewers evaluated the eligibility of the literature and retrieved data to address the research question from prior
literature. A content analysis was done.
Results: Thirteen articles with various hypotheses and models were reviewed. The review reveals that nursing
educators are novices at using e-learning approaches in their classes due to their novelty in most nursing colleges.
Nursing educators have a modest positive perception, with an optimistic perspective on e-learning effectiveness
in theoretical course teaching, emphasizing that it is inappropriate in teaching clinical courses. The review
demonstrates that e-learning faces numerous challenges that negatively impact educators' perceptions.
Conclusion: Institutional preparedness in terms of personnel through educator training, provision of necessary
infrastructure, administrative support, and incentives are critical to improving the perception of the e-learning
method and increasing its adoption in nursing colleges.

Introduction
Introduction/background
Rapid technological advancement, combined with the global expe­
rience of the COVID-19 pandemic, has prompted the world to consider
alternative methods of delivering educational content and overcoming
future crises, resulting in unprecedented growth in education delivery
methods via virtual means. Digital technologies have traditionally been
used to augment traditional education. Still, incorporating technologies
such as virtual learning activities and facilitating learning through e-
learning has become prominent in modern education (Smith et al.,
2021a).
E-learning is an evolving concept, defined as the process of acquiring
new skills and knowledge by electronic means, with the ultimate goal of
applying this knowledge in formal instruction, self-directed study, and
grading (Asarta & Schmidt, 2020). With e-learning methods, educators
can engage with large groups of students simultaneously or at their own
pace in asynchronous and synchronous settings (Kumar et al., 2021).
Nursing colleges typically rely on traditional pedagogy, focusing on
face-to-face instruction and training students in well-prepared settings
such as hospitals and laboratories. However, after 2020, due to COVID-
19, the status changed, and most nursing colleges worldwide were
required to change their teaching method to limit the spread of infection

* Corresponding author at: Department of Nursing, Universiti Sains Malaysia, Kelantan, Malaysia.
E-mail addresses: ronza.teete@student.usm.my (R. Al-Teete), intanidiana@usm.my (I.I. Hassan), azidahkb@usm.my (A. Abdul Kadir), raeda70@just.edu.jo
(R. AbuAlRub).

https://doi.org/10.1016/j.profnurs.2023.03.001
Received 28 August 2022; Received in revised form 27 February 2023; Accepted 8 March 2023
Available online 21 March 2023
8755-7223/© 2023 Elsevier Inc. All rights reserved.
R. Al-Teete et al. Journal of Professional Nursing 46 (2023) 102–110

and continue the teaching process. Table 1

Unfortunately, the shift and adoption of e-learning methods as a Search strategy keywords.
teaching strategy occurred unexpectedly without prior preparation for Date Database Search Total
personnel or infrastructure, which may interfere with educators' satis­
2/6/ Science (E-learning OR elearning OR “online learning” 545
faction and perceptions (Almahasees, Mohsen, & Amin, 2021; Jowsey, 2022 Direct OR “distance learning”) AND (perception OR
Foster, Cooper-Ioelu, & Jacobs, 2020; Nabolsi et al., 2021a). Nursing opinion, or experience, or view or beliefs) AND
educators considered e-learning a new teaching experience (Bejster (“Nursing lecturer” OR “Nursing educators” OR
et al., 2021); thus, many still need more training in using e-learning “Nursing faculty”)
2/6/ EBSCO host (“E-learning” or “Online learning” or “web-based 45
methods as a teaching strategy, including preparing curricula and 2022 learning” or “remote learning” or “distance
designing course plans(Aljaraideh & Al Bataineh, 2019). learning”) AND (perceptions or opinions or
Many nursing educators found the transition to integrate e-learning experience or views or reflection or beliefs) AND
methods in teaching nursing students challenging, particularly in (“Nursing educator” or “Nursing instructor” or
“Nursing faculty.”
developing countries, for many reasons: the global disparity in faculty
2/6/ Cochrane (Online learning OR Distance education) AND 11
training between nations of high, middle, and low income, lack of 2022 Perception AND (Nursing faculty OR Nursing
technology to instruct distance learners effectively, and limited access to faculties).
the internet (Almahasees et al., 2021), altogether created a status of 2/6/ PubMed (Online learning OR distance learning) AND 8
uncertainty about the educators' ability to use e-learning platforms 2022 perception AND (Nursing lecturer).
2/6/ Scopus (online learning OR distance education) AND 54
effectively, and benefits from its usage efficiently in teaching nursing 2022 perception AND (nursing faculty*).
students (Nabolsi et al., 2021b; Sehunwe, 2016), and thus, reflected on Total: 663
the opinions and perceptions toward e-learning utilization. “Perception” Removal for the duplicate: 58
refers to a combination of knowledge and ideas gained through personal New total: 605
experience about a subject. One's opinion of a subject can be either
positive or negative (IGI Global, 2022). In this review, the educator's
resources. Grey literature, searched for published and unpublished
perception will reflect nursing educators' feelings, opinions, attitudes,
theses and conference papers that may benefit our review. There was no
and experiences toward using e-learning approaches in teaching nursing
need to contact the principal author for any chosen articles.
students.
The research team of four members reviewed these articles to
This scoping review examines and summarizes literature regarding
improve the reliability of data collection and inductive content analysis.
nursing educators' perceptions of e-learning in nursing colleges from
Data charting entailed extracting relevant information from the
2017 to 2022; to enhance the awareness regarding varying perceptions
included articles, entering it into a spreadsheet, and exporting it as a
of nurse educators regarding e-learning utilization in nursing colleges
chart.
and highlight areas that require further inquiry. Viewing articles during
this era will assist us in comprehending the prevailing opinions and
trends among nursing college faculty members regarding the effective­ Inclusion and exclusion criteria
ness and importance of applying and using e-learning methodologies in
teaching nursing students before and after the pandemic (Covid-19). Databases were screened using keywords and eligibility criteria.
This period will also reveal the magnitude of differences and trends, as Selected articles were compared to admission and omission criteria.
well as the diversity of opinions about e-learning as a result of the Only articles that met the eligibility, admission, and omission criteria
pandemic's impact, mainly because the pandemic represented a funda­ were considered for this review (Table 2).
mental turning point in global education methodologies, which allows
us to investigate the future of e-learning for the nursing specialization. Search outcome

Review question The initial database search revealed 663 records; Scopus; yielded 54
articles. Science Direct yielded 545 articles, Cochrane yielded 11 arti­
What is the perception of nursing educators toward e-learning ap­ cles, PubMed yielded eight, and Ebsco (Medline) yielded 45. After du­
proaches used in nursing colleges? plicates were removed, 605 articles were determined to be relevant.
After the titles and abstracts of the documents were screened, an
Method
Table 2
A scoping review is an evidence synthesis that uses systematic Criteria for admission and omission.
literature searches, study selection, and result summarization to answer
Criterion Inclusion Exclusion
an a priori question (Lockwood & Tricco, 2020). The Joanna Briggs
Type of article The article reviews papers Non-peer-reviewed
Institute (JBI) methodology was used for this scoping review. The JBI
published in a peer-review editorials, opinion and
approach consists of three steps: gathering, analyzing, and reporting journal. Grey literature (thesis, discussion papers, and non-
findings (Peters et al., 2015). Eligibility criteria were applied according conference papers) full articles (abstracts only).
to PCC monomeric to identify the central concept in our preliminary Research design Original articles, quantitative, Ideas, Editorials, Opinions
review and help our search strategy (Population: nursing lecturers. and methods qualitative, mixed method Case report, Concept
research analysis.
Concept: perceptions. Context: e-learning).
Publication type Full-text article available Studies where the full-text
Conducted internationally or article could not be
Search strategy nationally obtained.
Available in the English/Arabic Available in a language
language other than English/Arabic.
Five databases relevant to the topic were searched in June 2022:
Period 2017–2022 Studies outside these dates
Cochrane, Ebsco (Medline), PubMed, Science Direct, and Scopus. All Types of Nursing educators who teach in Educators in other
identified search terms in these databases were used (Table 1). Revealed respondent nursing colleges. disciplines.
articles were searched to determine eligibility by analysis of the test Phenomenon of Nursing educators' perceptions, Other than the educator's
words in the title and abstracts. A reference list for the articles that have interest experiences, and views toward perception and experience
e-learning.
been selected and met the inclusion criteria was searched for additional

103
R. Al-Teete et al. Journal of Professional Nursing 46 (2023) 102–110

additional 538 articles were removed. Upon methodology screening, 38
were excluded, and after the full-text screening, another 18 articles were
excluded, leaving eleven documents in the scoping review. The other
studies identified by reference screening revealed 14 articles. Six articles
were determined to be relevant, and after the full-text screening, just
two papers were included in the scoping review. The ultimate included
article number was 13 (A.1), which was agreed upon by all authors
(Fig. 1).
The findings were analyzed and reported using content analysis.
Content analysis is a recognized method that allows for a systematic
approach to categorizing text and making inferences through the anal­
ysis process (White & Marsh, 2006). In this case, the text was catego­
rized into characteristics of studies and participants, educators'
perspectives on the advantages and drawbacks of e-learning, educators'
perspectives on e-learning approach utilization challenges, and educa­
tors' perceptions and experiences of e-learning.
Findings
Characteristics of studies and participants
This review revealed 13 research articles published between 2017
and 2022. Approximately a third of the articles were published in
2021–2022. This increase in interest in online research came with the
spread of COVID-19 and the transition of almost all nursing colleges
worldwide to utilizing e-learning approaches in teaching their students.
Ten articles focus on e-learning during the pandemic.
Eight articles focused primarily on nursing educators' thoughts,
views, experiences, and emotions regarding the move from traditional,
on-campus teaching to using e-learning approaches as a teaching
method, the remaining four studies explore the perceptions and
experiences of lecturers and nursing students toward online learning.
Participants in the reviewed articles came from a variety of univer­
sity settings, including one private university (Bdair, 2021), public
universities (Leigh et al., 2021a; McKay et al., 2022a; Smith et al.,
2021b), and four articles that had participants from both public and
private universities (Eycan & Ulupinar, 2021a; Nabolsi et al., 2021a;
Smith & Crowe, 2017). The remaining three articles broadened their
study sample to include individuals from federal and other institutions
besides governmental and private universities (Nurse-Clarke and Jo­
seph, 2022a; Richter and Schuessler, 2019a; Unnikrishnan, & Varghese,
2020). Geographically, there were five articles from the United States of
America, two from Turkey, one from Jordan, one from Saudi Arabia, one
from Egypt, one was from Georgia, and one had participants from Asian
countries (Malaysia, Thailand, Vietnam, Hong Kong, Indonesia, and the
Philippines).
In terms of participants' gender in reviewed articles, most partici­
pants were females; even two articles included a female in 100 % of the
cases (McKay et al., 2022b; Smith et al., 2021c). Regarding employment
status, Participants vary in their employment status as three articles
restricted participation to full-time lecturers (Nabolsi et al., 2021b;
Smith & Crowe, 2017; Smith et al., 2021a), whereas the remaining ar­
ticles permitted participation to all nursing educators, regardless of
professional level or employment status (Bdair, 2021; Eltaybani,
Abdelhalim, & Abdelgawad, 2021; Eycan and Ulupinar, 2021b; McKay
et al., 2022a; Unnikrishnan et al., 2020). Two articles focused on edu­
cators who taught clinical courses only (Leigh et al., 2021b; McKay
et al., 2022b), while the remaining included all educators who taught
any nursing courses online.
Various methodologies were used in the reviewed papers. Six of the
articles reviewed used a qualitative approach with a varied design
(Smith & Crowe, 2017; Nabolsi et al., 2021a; Kunaviktikul et al., 2022a;

Identification of studies via databases and registers Identification of studies via other methods

Records identified from:

Databases (n = 663)
Identification

Records identified from:

Records removed before the Citation searching (n = 14)
Science direct: (n=545)
screening:
Scopus : (n= 54)
Duplicate records removed (n = 58)
Ebsco : (n= 45)
Cochrane : (n=11)
PubMed : (n= 8)

Records excluded did not meet the

Records screened (n = 605) inclusion criteria (n = 538)
Screening

Reports sought for retrieval Reports sought for retrieval Reports not retrieved
Reports not retrieved (n = 38) (n =14 ) (n = 8)
(n = 67)

Reports excluded:18
Reasons: Reports excluded: (n= 4)
-Ineligible outcome. Reason:
Reports assessed for eligibility Reports assessed for eligibility
(n = 6 ) Inclusion criteria : (n=3)
(n = 29) -Focus primarily on evaluation of Ineligible outcome :(n=1)
technology itself or technique of
learning, teaching process.

-Full research not available

-Not available in English or Arabic
language
Included

Studies included in review

(n =11)
Reports included from citation review
(n = 2)
Final =13 study included

Fig. 1. Flow chart of article selection process (PRISMA-ScR diagram 2000).

104
R. Al-Teete et al.
Bdair, 2021; McKay et al., 2022b; Richter and Schuessler, 2019b), five
articles used quantitative approaches, while the last two adopted a
mixed-method approach (Leigh et al., 2021b; Smith et al., 2021c).
Different theories were found to be adopted by the researcher as the
Community of Inquiry (CoI) paradigm, the Distended Technology
Acceptance Model (TAM 2), Lewin's Change Theory (1951), and the
Principles of Effective Teaching Model to investigate nursing educators'
perceptions.
Educators' perspectives on the benefits and advantages of e-learning
During the COVID-19 lockdown, e-learning methods were consid­
ered a precious alternative to traditional teaching methods (Bdair,
2021). Despite the negative emotions associated with e-learning utili­
zation, educators emphasized their benefits. They believed that e-
learning is an effective and practical approaches (Smith et al., 2021a)
that provide lecturers with a new learning experience (Nabolsi et al.,
2021a). From the perspective of nursing educators, the e-learning ap­
proaches succeed in demonstrating their importance and benefits in
modern life as a teaching strategy; they provide a flexible learning
environment that can be done at any time and from anywhere as long as
there is internet access, saving time, resources, and efforts (Bdair, 2021;
Unnikrishnan et al., 2020). Moreover, e-learning utilization enhanced
creativity and innovation among nursing educators and helped students
rely on themselves and became self-learners (Bdair, 2021).
E-learning is a stress-free teaching approach that allowed educators
to finish their course plans on time while boosting collaboration and
engagement between educators and students; furthermore, e-learning
methods assisted educators in tracking distracted students. Educators
regarded e-learning as a straightforward approach to presenting lectures
(Unnikrishnan et al., 2020).
Educators' perspectives on e-learning utilization challenges
Nine articles address the top e-learning challenges among nursing
educators. The challenges for this review are categorized as online
environmental, technological, educators, students, and administrators'
challenges (A.2). Nursing educators emphasized that lack of time is a
significant challenge for utilizing e-learning approaches efficiently and
effectively; thus, they need more time than usual for training, devel­
oping educational content, communicating with their students, and
dealing with personal issues at home (McKay et al., 2022b; Nurse-Clarke
and Joseph, 2022b; Richter and Schuessler, 2019a). Nursing educators
confirmed that the effectiveness of the e-learning approach is also
hampered by technological issues such as inadequate technological
preparation and infrastructure (Nabolsi et al., 2021a), poor network
connection and internet access (Kalanlar, 2022a; Nabolsi et al., 2021b;
Richter and Schuessler, 2019a).
Administrators challenges: for example, lack of administrators' sup­
port of the provision of online resources and platforms (McKay et al.,
2022b; Richter and Schuessler, 2019b), lack of norms and policies
governing the use of digital and virtual platforms in e-learning (Nabolsi
et al., 2021a), besides lack of financial support as incentives for edu­
cators (McKay et al., 2022a; Richter and Schuessler, 2019b). Educator
challenges, encompass technophobia, and a lack of experience and
training in using e-learning platforms for educators and learners
(Nabolsi et al., 2021a). Educators are challenged with learning new
technology as it evolves rapidly (Richter and Schuessler, 2019a), and
lack of student involvement, interest and engagement in virtual classes
(Nabolsi et al., 2021b). Furthermore, it is not easy to communicate and
interact with students successfully (Richter and Schuessler, 2019a;
Smith et al., 2021c). Also, educators are challenged with student's
assessment and exam control issues, including plagiarism and cheating
(Kalanlar, 2022b; Nabolsi et al., 2021b). Moreover, lack of opportunities
for hands-on learning in practical subjects (Unnikrishnan et al., 2020).
E-learning approaches challenges were not bounded only to
105
Journal of Professional Nursing 46 (2023) 102–110
educators and students; they expanded to involve families of educators
and learners. E-learning usage resulted in families' burdens and
impacted their life quality negatively. It also caused a financial burden
from purchasing a new technological device, mainly when there are
many students. Another challenge is worsening health issues, especially
for educators who cannot sit in front of a computer for extended periods
(Bdair, 2021; Nabolsi et al., 2021a).
Nursing Educators' perceptions and experiences of e-learning
Nursing educators from different countries reported different feel­
ings and perceptions toward e-learning approach usage. Some educa­
tors, such as American nursing educators, reported that challenges
encountered in the e-learning usage, created frustration and emotional
distress for educators even if they possessed good skills in using e-
learning platforms and computers (Smith et al., 2021a). This is
congruent with Nabolsi et al. (2021b), who revealed that challenges lead
to physical and mental discomfort for nursing educators in Jordan.
A clear consensus among educators is that missing out on face-to-face
interaction with nursing students and using an e-learning strategy to
teach clinical courses resulted in a high level of anger, anxiety, uncer­
tainty, and nervousness among them (Leigh et al., 2021a; Nurse-Clarke
and Joseph, 2022b; Nabolsi et al., 2021a). Educators reported that e-
learning is accompanied by a sense of sluggishness and hypoactivity,
which enhanced feelings of disappointment and led to a decline in ed­
ucators' motivation toward their work (Kunaviktikul et al., 2022a; Leigh
et al., 2021b) and thus resulted in overwhelmed and perplexed feelings
(Nabolsi et al., 2021a). Regardless of the previous negative feelings and
emotions elicited by e-learning approaches, no one can deny the
importance of using technology in the modern educational system, as it
facilitated the transition to e-learning utilization, and successfully pro­
vided virtual clinical materials (Smith et al., 2021a).
E-learning methods are thought to be a successful strategy for
delivering content that helped educators and students achieve course
objectives. Nurse-Clarke and Joseph (2022a) reported high acceptance
and positive perception among American nursing educators toward e-
learning utilization. Still, compared to the traditional teaching method,
educators perceived e-learning methods negatively and considered them
ineffective teaching strategies, especially in teaching clinical courses.
Regardless of the efficacy of e-learning approaches in the classroom
(Smith et al., 2021a), Turkish and Saudi nursing educators disclose a
moderately positive perception of e-learning effectiveness; due to its`
limitations in teaching clinical courses and skills required in the labo­
ratory or clinical settings (Bdair, 2021; Eycan and Ulupinar, 2021b).
Moreover, educators were unclear about the skills needed to enhance
students' critical thinking and judgment while applying such an
approach due to limited opportunities to acquire clinical experience and
skills (McKay et al., 2022b). Otherwise, nursing educators considered e-
learning approaches as effective strategies for teaching theoretical
courses (Bdair, 2021).
In Jordan, nursing educators described their first experience with
distance learning as terrible, complicated, and full of challenges that
negatively impacted their perceptions, and satisfaction with e-learning.
This negativity toward using e-learning approaches arose due to the
abrupt transition to distance learning without prior personnel or even
infrastructure preparations. Dissatisfaction and negative perceptions
toward e-learning were also reported among Asians (Kunaviktikul et al.,
2022b), and Egyptian nursing educators, who firmly believed that
traditional learning is more effective than e-learning (Eltaybani et al.,
2021).
The most crucial difficulty that affects the impression of e-learning
approach utilization is its unsuitability for teaching clinical courses and
assisting students in acquiring the clinical skills essential for their future
profession (Bdair, 2021; Nurse-Clarke and Joseph, 2022b).
R. Al-Teete et al.
Discussion
Living in revolution era 4.0, combined with the world's experience
with the COVID-19 pandemic, spurred people to change their ways of
thinking and focus more on how people can learn using different tech­
nological advancements than what teachers learn (Prestiadi, Maisyaroh,
Arifin, & Bhayangkara, 2020), considering alternative methods of
delivering educational content and overcome future crises. The popu­
larity and convenience of online education ensure that online course
delivery has a bright future in the educational system (Smith et al.,
2021b).
Nursing colleges are included in the effort to integrate the e-learning
approaches into their educational strategy. Using e-learning in the
classroom to teach nursing students has been built around nursing ed­
ucators, who are the most crucial part of the learning process. Therefore,
it is essential to understand nursing educators' perceptions regarding the
utilization of e-learning methods and the roots of these perceptions.
This scoping review compiles the nursing literature from the last five
years on nursing educators' perceptions of utilizing e-learning ap­
proaches in the nursing discipline, and combines it with the larger body
of nursing research on perceptions of such approaches to create the most
comprehensive scoping review on the subject to date. This scoping re­
view reflected nursing educators' perspectives from various angles,
including benefits, challenges, and experience. These elements work
together to shape the final perception of e-learning approaches utiliza­
tion in nursing colleges.
The reviewed articles revealed a wide range of perceptions and
satisfaction levels among nursing educators toward e-learning ap­
proaches; these perceptions range from complete dissatisfaction and
opposing views to positive feelings of satisfaction and support for using
these methods in teaching nursing students. For instance, Jordanian
(Nabolsi et al., 2021b) and Asian nursing educators (Kunaviktikul et al.,
2022a) were dissatisfied with using online learning approaches in their
classes, in contrast to American educators, who were more satisfied and
supportive of online approaches, as they were more experienced and
trained in e-learning implementation (Nurse-Clarke and Joseph, 2022a),
compared to moderate satisfaction levels among nursing educators in
Saudi Arabia (Bdair, 2021). These differences may be due to many
factors; Eycan and Ulupinar (2021b) disclosed the existence of a direct
relationship between previous experience, training, challenges, and
perceptions toward e-learning; they asserted that positive thoughts and
experiences would enhance the positive perception and attitude toward
online learning, and vice versa, negative experiences and challenges
lead to negative perceptions. This is compatible with McKay et al.
(2022a), who affirmed that consistent online clinical experiences
improve faculty and student satisfaction, while inconsistencies affected
students' engagement, led to discontent, and increased faculty stress.
Optimistic educators viewed online methods positively and consid­
ered them a practical and beneficial strategy for nursing educators and
students (Smith et al., 2021c; Unnikrishnan et al., 2020). Nursing edu­
cators are open and enthusiastic about using e-learning approaches in
their classrooms (McKay et al., 2022b), since adopting such methods of
teaching provided educators with a new learning experience (Nabolsi
et al., 2021b), and helped them to develop their technological skills,
knowledge, and confidence in using e-learning platforms (Kunaviktikul
et al., 2022b).
Nursing educators appreciated the qualities of e-learning, and
advocated the importance of continually utilizing these methods to
teach nursing students in the future (Smith et al., 2021b); educators
considered e-learning approaches as an essential and valuable approach
for teaching; due to their benefits and attributes. There is a strong
believe among nursing educators that nursing colleges should integrate
e-learning as an original method for teaching forever, as they are a
flexible and convenient teaching strategies (Bdair, 2021; Nabolsi et al.,
2021b; Smith et al., 2021c; Unnikrishnan et al., 2020) that can be used
anywhere and at any time as long as there is net access. However, it is
106
Journal of Professional Nursing 46 (2023) 102–110
not the same as traditional face-to-face teaching, which is thought to be
more effective for teaching nursing students. Some educators regarded
face-to-face classes as a more straightforward method requiring less
effort and time to prepare lessons. Moreover, traditional teaching
facilitated and enabled interaction with students, which reflected posi­
tively on their learning outcomes (Nurse-Clarke and Joseph, 2022a;
Eltaybani et al., 2021).
Many educators reported that e-learning saves time, resources, and
efforts (Bdair, 2021; Smith et al., 2021a; Unnikrishnan et al., 2020),
contradicting the idea that one of the challenges of e-learning is a lack of
time. Educators reported that they spend more time preparing lessons
and getting to know and connect with their students. Also, e-learning
creates more work that needs more time (McKay et al., 2022b; Nurse-
Clarke and Joseph, 2022a; Richter & Idleman, 2017; Suliman et al.,
2021). From another point of view, e-learning is a stress-free method
that helped educators worked and communicated together, so they
finished their course plans on time. Besides, e-learning gives teachers an
easy way to keep track of students who were not paying attention
(Unnikrishnan et al., 2020). This view is contradicted by Leigh et al.
(2021b); Richter and Idleman (2017); and Suliman et al. (2021), who
asserted that e-learning is an overwhelming, stressful approach that led
to confusion, frustration, and isolation among nursing educators.
Unfortunately, nursing educators argue about the pros and cons of e-
learning methods for teaching nursing students. There was no consensus
among nursing educators about how effective and possible it would be to
use e-learning in nursing colleges. The educators' perspectives were
hampered by the challenges and barriers they encountered while using
e-learning methods to educate their students. At times, nursing educa­
tors believe in the usefulness of e-learning approaches in achieving
course outcomes and facilitating content delivery. However, negative
perceptions exist due to a lack of previous experience (Nabolsi et al.,
2021b), a lack of interaction with students, difficulties in engaging
students to participate in the class, challenges with evaluation and
assessment issues, and a lack of administrative support and incentives
(Nurse-Clarke and Joseph, 2022b). Furthermore, the utilization of e-
learning methods interfered with personal time management, and
defeated personal boundaries (Nabolsi et al., 2021a).
The only agreement among nursing educators from different coun­
tries was the inadequacy and inappropriateness of e-learning ap­
proaches for delivering and teaching clinical courses, which required
laboratories and clinical settings to achieve outcomes and equip nursing
students with practical skills and competency. Many educators proclaim
that the traditional teaching method (face-to-face) and blended learning
are more suitable for such courses (McKay et al., 2022a). Regarding e-
learning methods, it is viewed as more convenient for content delivery
and theoretical course teaching (Bdair, 2021; Eycan and Ulupinar,
2021a; Kunaviktikul et al., 2022a; Leigh et al., 2021a; McKay et al.,
2022a; Nabolsi et al., 2021a).
Implication for nursing education
To overcome nursing lecturers' negative perceptions and dissatis­
faction, we must overcome the leading cause of this perception by
overcoming the challenges. This scoping review includes some sugges­
tions and recommendations that will enhance nursing educators' per­
ceptions and improve the utilization of e-learning approaches in nursing
colleges.
Those in administrative roles in higher education and universities
should actively develop policies and standards for online education to
ensure its success. Online education training and experience can be
improved by enhancing collaboration between universities on a national
and even regional level through educational teleconferences and open
access to relevant resources. Prompt administrators and nursing faculty
to collaborate to acquire, develop, and disseminate evidence-based re­
sources that can be applied in various contexts (McKay et al., 2022a;
Richter and Schuessler, 2019b). Institutions could provide rural/low-
R. Al-Teete et al. Journal of Professional Nursing 46 (2023) 102–110

income students with financial and technological aid to reduce
technology-related learning inequalities (Kunaviktikul et al., 2022b).
Improve educators' skills by organizing training programs that help
them become more proficient in technology usage and designing
instructional web tools. Prepare a sound technology infrastructure to
include e-learning platforms, computers, equipment, and easy internet
access (Nabolsi et al., 2021a). Equip educators with updated techno­
logical infrastructure, laptops, and online teaching tools that save time
and increase student involvement in online classes (Richter and
Schuessler, 2019b). Administrative assistance in the form of adequate
time for faculty to develop and create high-quality materials for use in
online classes and develop appropriate assessment and evaluation exams
with care to find methods that help preserve the sanctity of the online
exams (Eycan and Ulupinar, 2021b; Richter and Schuessler, 2019a;
Unnikrishnan et al., 2020). Furthermore, administrators should support
work-life balance by modelling online teaching, and encouraging
teachers to pursue personal work-life balance initiatives (Richter and
Schuessler, 2019b).
Integrating health informatics and information technology courses
into all undergraduate and nursing programs as core curriculum
component (Nabolsi et al., 2021b), and considering hybrid or blended
learning to overcome the limitations of online learning (Kunaviktikul
et al., 2022b). Furthermore, using online learning with small groups of
students; to improve opportunities for interaction and discussion, en­
courages students to express themselves socially and emotionally, and
strengthens a feeling of group cohesion (Eltaybani et al., 2021). Finally,
assess the difficulties that the educators have encountered, and their
suggested solutions to develop and design courses accordingly (Kalanlar,
2022c).
Limitations
Since the purpose of this review is to examine and review what is
found in the literature about educators' perceptions of e-learning
approaches, the reviewers did not conduct an in-depth evaluation of the
quality of the evidence. Besides limited access to some articles.
Future research
This scoping review identifies future research opportunities, such as
examining post-pandemic perception and experience, to determine the
most reliable perspective for nursing education (Eycan and Ulupinar,
2021b). Design an evidence-based instrument to help faculty assess their
teaching success in online courses (Smith et al., 2021a). Conduct studies
to examine the impact of culture and geographic areas on online
learning perception and utilization (Kunaviktikul et al., 2022a).
Conclusion
According to this scoping review, nursing educators are still inex­
perienced with the e-learning strategy. Most articles suggest a modest
level of positive perception and pleasure; many educators are enthusi­
astic about its usefulness in achieving theoretical course outcomes.
Unfortunately, they dispute its applicability and benefits for clinical
courses, preferring face-to-face and blended learning. It is a new trend
and needs to broaden its applicability by overcoming challenges.
Nursing educators, administrators, and policymakers must work
together to develop, promote, and enhance the benefits of the e-learning
approach for graduating skilled and knowledgeable nurses.
Funding
This study received no specific funding from public, commercial, or
not-for-profit funding agencies.
Declaration of competing interest
None.

Appendix A
Table A.1
An overview of the included article.

Authors, year and Aim Design/method Participant/ Educator perceptions

country Theory sample size

(McKay et al., 2022a) “To describe the experiences of
USA baccalaureate nursing clinical faculty
transitioning from in-person clinical
teaching to emergency remote clinical
teaching during the COVID-19 pandemic in
the spring of 2020”.
(Nurse-Clarke and “To learn more about faculty attitudes and
Joseph, 2022a) acceptance of teaching online by applying
USA the Technology Acceptance Model to nursing
faculty teaching online for the first time
during the COVID-19 pandemic”.
(Kunaviktikul et al., “To explore the experiences of nursing
2022a) students and faculty members related to
Malaysia, Thailand, online education during the COVID-19
Vietnam, Hong Kong, pandemic”.
Indonesia, Philippines
(Kalanlar, 2022a) “The study seeks to answer the following
Turkey questions:
1) What are the characteristics of distance
nursing education during the pandemic?
2) What are the nursing students' views on
online education during the pandemic?
3) What difficulties have been experienced
by nursing educators during the pandemic?
4) What are the views and suggestions of
Qualitative descriptive design Clinical nursing Negative perceptions and experiences toward
Lewin's (1951) Change Theory faculty online learning due to ineffective
was used as a framework members communication, lack of support, and time
(n = 9) management issues.
The descriptive-correlational Nursing Positive perception and attitude toward e-
study used an online survey tool. lecturer learning outcomes among educators.
TAM 2 model used as a framework (n = 120)
A descriptive qualitative design Faculty Negative perception, faculty were
using Photovoice members (n = overwhelmed by their online educational
28) experiences. Moreover, is unsuitability for
Nursing clinical courses and practical skills teaching.
students
(n = 52)
A descriptive cross-sectional, Nursing Moderate good perception toward e-learning.
multicentered and international educators (n = 50 % optimistic about using it as a teaching
study. 30) approach after the pandemic in teaching
theoretical courses.
(continued on next page)

107
R. Al-Teete et al. Journal of Professional Nursing 46 (2023) 102–110

Table A.1 (continued )

Authors, year and Aim Design/method Participant/ Educator perceptions
country Theory sample size

nursing educators regarding nursing

education during the pandemic?
(Eycan & Ulupinar “To determine the factors affecting the Descriptive and cross-sectional Nursing A medium level of perception exists toward
2021a) perceptions of nurse instructors toward research model. educators distance learning as it is effective for teaching
Turkey distance education during the pandemic”. (n = 389) theoretical courses, not clinical ones.
Perception improved among instructors
compared to the pre-pandemic period.
(Smith et al., 2021a) “To examine perceptions of online teaching Mixed method design Nursing faculty Positive perception toward e-learning Nursing
USA effectiveness from nursing faculty and Seven Principles of Effective member (n = faculty views it as a practical teaching
student perspectives”. Teaching adopted from 15) approach.
(Chickering & Gamson, 1987)
used as a framework
(Bdair, 2021) “To Explore the nursing students' and faculty a qualitative study (descriptive- Faculty Moderate good perception: e-learning is
Saudi Arabia members' perspectives of online learning phenomenology method) member (n = moderately satisfying, flexible, and
during the COVID-19 era”. 10) convenient but Inappropriate for teaching
A nursing practical competencies and hands-on skills.
student (n =
10)
(Leigh et al., 2021a) “To explore the feelings and perceptions of A mixed-method exploratory Faculty Opposition to online clinical courses. They feel
USA students and faculties about a sudden shift study members(n = anxiety, anger and tension.
from traditional face-to-face classes to online 31) Faculty members experience confidence in
learning”. Nursing their ability and skills to teach online courses,
students (n =
363)
(Nabolsi et al., 2021a) “To explore the first experience of nursing Descriptive qualitative design Nursing Negative perception toward e-learning
Jordan faculty members with distant online guided by a phenomenological lecturer (n = experience. As it unsuitable for teaching
education (ODE) within the context of the approach 15) clinical competencies. Moreover,
COVID-19 national curfew”. accompanied by many challenges.
(Eltaybani et al., 2021) “To describe and compare Egyptian nursing Cross-sectional online survey Nursing Negative perception toward e-learning
Egypt educators' and nursing students' experiences Community of Inquiry (CoI) educators(n = approaches, considering traditional learning is
with e-learning during the COVID-19 framework 95) more effective than it.
pandemic”. A nursing
student (n =
580)
(Unnikrishnan et al., “To assess the perceptions of nursing faculty Descriptive online survey Faculty Online learning platforms were effective for
2020) on online teaching during the Covid-19 members (n = faculty. Willing to continue online teaching
India pandemic in the health science education 948) after the epidemic as it benefits both
institutions in Kerala”. instructors and students.
(Richter & Schuessler, “To determine the nursing faculty's Causal-comparative research Nursing Negative perception Faculty were
2019a) experiences and perceptions of teaching in design educators (n = overwhelmed and frustrated by their online
Georgia the online environment”. 64) educational experiences. Consider it as
challenging as it requires new technology.
(Smith & Crowe, 2017) “To explore the perceptions nurse educators Interview-based qualitative Nursing Moderate perception as online nursing
USA have about teaching nursing students in an descriptive design lecturer (n = education emphasizes teacher-student
online environment”. The Community of Inquiry (CoI) 10) relationships.
Framework

Table A.2
E-learning approaches challenges.

Type of challenge Challenges examples Authors

Online environment Lack of rules and guidelines that govern the use of e-learning approaches (Bdair, 2021; Nabolsi et al., 2021b)
and online platforms in teaching
Lack of a learning environment at home (Lack of motivation, impaired (Bdair, 2021; Smith et al., 2021b)
attention)
Lack of time and workload (Bdair, 2021; McKay et al., 2022b; Nabolsi et al., 2021a; Nurse-Clarke and
Joseph, 2022b; Richter and Schuessler, 2019a)
Inability to provide a quiet home learning environment, especially when (Bdair, 2021; Nabolsi et al., 2021b; Nurse-Clarke and Joseph, 2022b)
there are many students.
Technological Lack of technological infrastructure Smith et al., 2021c; Bdair, 2021; Kalanlar, 2022a; McKay et al., 2022b; Nabolsi
et al., 2021b).
Challenges in technology accessibility, availability, and compatibility (Bdair, 2021; Nabolsi et al., 2021a; Richter and Schuessler, 2019a)
Distraction by Internet applications and programs.
Inadequate learning platforms (Bdair, 2021; Richter and Schuessler, 2019b).
Inadequate Internet coverage and loss of connectivity, especially in rural (Bdair, 2021; Kalanlar, 2022b; Nabolsi et al., 2021a)
areas
Technophobia fear of disconnection, especially during exams). (Bdair, 2021; Nabolsi et al., 2021b; Richter and Schuessler, 2019a)
Distraction by Internet applications and programs.
Students' and Misunderstanding the dynamic of online lectures. (Bdair, 2021)
educators' challenges (Bdair, 2021; Nurse-Clarke and Joseph, 2022a; Richter and Schuessler, 2019a;
Smith et al., 2021b)
(continued on next page)

108
R. Al-Teete et al. Journal of Professional Nursing 46 (2023) 102–110

Table A.2 (continued )

Type of challenge Challenges examples Authors

Relationships and communication challenges, lack of body language

communication and eye contact between teachers and students.
Difficulties in boosting students' engagement in the class
Students lack proficiency in using the software platforms, dealing with
new learning systems and lack training in using virtual class learning.
Lack of student interaction
Educators challenges Lack of control and supervision over evaluation parameters (exams,
quizzes and assignments).
Plagiarism and cheating issues as students are not fully controlled to
access the content.
Limit teamwork and social interaction.
Lack of opportunities for collaborative learning.
Inappropriate to teach practical competencies a lack of opportunities for
hands-on learning in practical-oriented subjects
Administrator Lack of administrators' support, incentives and funds to support faculty
challenges new to online teaching.
Family burden issues Domestic obligation for workers and housewives, students and teachers.
Inappropriate for those with health problems which cannot sit in front of
the computer for a long time.
(Bdair, 2021; Kalanlar, 2022c; Nabolsi et al., 2021a; McKay et al., 2022b;
Kunaviktikul et al., 2022b)
(Bdair, 2021; Kalanlar, 2022a; McKay et al., 2022b; Nabolsi et al., 2021a)
(Nurse-Clarke and Joseph, 2022a; Bdair, 2021; Nabolsi et al., 2021a; Richter
and Schuessler, 2019a)
(Smith et al., 2021a; Unnikrishnan et al., 2020)
(Bdair, 2021; Nabolsi et al., 2021a; Unnikrishnan et al., 2020; Eltaybani et al.,
2021;Smith & Crowe, 2017; Smith et al., 2021c; Nurse-Clarke and Joseph,
2022a)
(Bdair, 2021; Nurse-Clarke and Joseph, 2022b; Richter and Schuessler, 2019a;
Smith et al., 2021b)
(Bdair, 2021; Nabolsi et al., 2021a)

References and faculty members’ experiences of online education during COVID-19 across
Southeast Asia: A photovoice study. Nurse Education Today, 111(November 2021),
Article 105307. https://doi.org/10.1016/j.nedt.2022.105307
Aljaraideh, Y., & Al Bataineh, K. (2019). Jordanian students’ barriers of utilizing online
Leigh, G., Templet, T., & Watson, C. (2021a). Feelings on remote education in the era of
learning: A survey study. International Education Studies, 12(5), 99. https://doi.org/
coronavirus pandemic, a pilot study. Teaching and Learning in Nursing, 16(4),
10.5539/ies.v12n5p99
332–337. https://doi.org/10.1016/j.teln.2021.07.001
Almahasees, Z., Mohsen, K., & Amin, M. O. (2021). Faculty’s and students’ perceptions of
Leigh, G., Templet, T., & Watson, C. (2021b). Feelings on remote education in the era of
online learning during COVID-19. Frontiers in Education, 6(May), 1–10. https://doi.
coronavirus pandemic, a pilot study. Teaching and Learning in Nursing, 16(4),
org/10.3389/feduc.2021.638470
332–337. https://doi.org/10.1016/j.teln.2021.07.001
Asarta, C. J., & Schmidt, J. R. (2020). The effects of online and blended experience on
Lockwood, C., & Tricco, A. C. (2020). Preparing scoping reviews for publication using
outcomes in a blended learning environment. Internet and Higher Education, 44
methodological guides and reporting standards. Nursing and Health Sciences, 22(1),
(November 2019), Article 100708. https://doi.org/10.1016/j.iheduc.2019.100708
1–4. https://doi.org/10.1111/nhs.12673
Bdair, I. A. (2021). Nursing students’ and faculty members’ perspectives about online
McKay, M. A., Pariseault, C. A., Whitehouse, C. R., Smith, T., & Ross, J. G. (2022). The
learning during COVID-19 pandemic: A qualitative study. Teaching and Learning in
experience of baccalaureate clinical nursing faculty transitioning to emergency
Nursing, 16(3), 220–226. https://doi.org/10.1016/j.teln.2021.02.008
remote clinical teaching during the COVID-19 pandemic: Lessons for the future.
Bejster, M., Cygan, H., Morris Burnett, G., Smith, D. Y., Brown Walker, M., & Friese, T.
Nurse Education Today, 111. https://doi.org/10.1016/j.nedt.2022.105309
(2021). Faculty perspectives on transitioning public health nursing clinical to virtual
McKay, M., Pariseault, C., Whitehouse, C., Smith, T., & Ross, J. G. (2022). The experience
in response to COVID-19. Public Health Nursing (Boston, Mass.), 38(5), 907–912.
of baccalaureate clinical nursing faculty transitioning to emergency remote clinical
https://doi.org/10.1111/phn.12929
teaching during the COVID-19 pandemic: Lessons for the future. Nurse Education
Chickering, A., & Gamson, Z. (1987). Seven Principles for Good Practice in Undergraduate
Today, 111, Article 105309. https://doi.org/10.1016/j.nedt.2022.105309
Education (pp. 1–6). AAHE Bulletin. https://doi.org/10.5551/jat.Er001
Nabolsi, M., Abu-Moghli, F., Khalaf, I., Zumot, A., & Suliman, W. (2021). Nursing faculty
Eltaybani, S., Abdelhalim, G. E., & Abdelgawad, M. E. (2021). Nursing students’ and
experience with online distance education during COVID-19 crisis: A qualitative
educators’ experience with e-learning during a pandemic: An online survey. Nursing
study. Journal of Professional Nursing, 37(5), 828–835. https://doi.org/10.1016/j.
Forum, 56(4), 878–888. https://doi.org/10.1111/nuf.12634
profnurs.2021.06.002
Eycan, Ö., & Ulupinar, S. (2021). Nurse instructors’ perception towards distance
Nabolsi, M., Abu-Moghli, F., Khalaf, I., Zumot, A., & Suliman, W. (2021). Nursing faculty
education during the pandemic. Nurse Education Today, 107(January). %0A.
experience with online distance education during COVID-19 crisis: A qualitative
Eycan, Ö., & Ulupinar, S. (2021). Nurse instructors’ perception towards distance
study. Journal of Professional Nursing, 37(5), 828–835. https://doi.org/10.1016/j.
education during the pandemic. Nurse Education Today, 107, Article 105102. https://
profnurs.2021.06.002
doi.org/10.1016/j.nedt.2021.105102
Nurse-Clarke, N., & Joseph, M. (2022a). An exploration of technology acceptance among
IGI Global. (2022). What Is Perception?. Retrieved February 1, 2023, from https://www.
nursing faculty teaching online for the first time at the onset of the COVID-19
igi-global.com/dictionary/perception/22315.
pandemic. Journal of Professional Nursing, 41(April), 8–18. https://doi.org/10.1016/
Jowsey, T., Foster, G., Cooper-Ioelu, P., & Jacobs, S. (2020). Blended learning via
j.profnurs.2022.04.002
distance in pre-registration nursing education: A scoping review. Nurse Education in
Nurse-Clarke, N., & Joseph, M. (2022b). An exploration of technology acceptance among
Practice, 44(January), Article 102775. https://doi.org/10.1016/j.nepr.2020.102775
nursing faculty teaching online for the first time at the onset of the COVID-19
Kalanlar, B. (2022). Nursing education in the pandemic: A cross-sectional international
pandemic. Journal of Professional Nursing, 41, 8–18. https://doi.org/10.1016/j.
study. Nurse Education Today, 108. https://doi.org/10.1016/j.nedt.2021.105213
profnurs.2022.04.002
Kalanlar, B. (2022a). Nursing education in the pandemic: A cross-sectional international
Peters, M. D. J., Godfrey, C. M., Khalil, H., McInerney, P., Parker, D., & Soares, C. B.
study. Nurse Education Today, 108(May 2021), Article 105213. https://doi.org/
(2015). Guidance for conducting systematic scoping reviews. International Journal of
10.1016/j.nedt.2021.105213
Evidence-Based Healthcare, 13(3), 141–146. https://doi.org/10.1097/
Kalanlar, B. (2022b). Nursing education in the pandemic: A cross-sectional international
XEB.0000000000000050
study. Nurse Education Today, 108(November 2021), Article 105213. https://doi.
Prestiadi, D., Maisyaroh, Arifin, I., & Bhayangkara, A. N. (2020). Meta-analysis of online
org/10.1016/j.nedt.2021.105213
learning implementation in learning effectiveness. In Proceedings - 2020 6th
Kumar, A., Sarkar, M., Davis, E., Morphet, J., Maloney, S., Ilic, D., & Palermo, C. (2021).
International Conference on Education and Technology, ICET 2020 (pp. 109–114).
Impact of the COVID-19 pandemic on teaching and learning in health professional
https://doi.org/10.1109/ICET51153.2020.9276557
education: A mixed methods study protocol. BMC Medical Education, 21(1), 1–7.
Richter, S., & Idleman, L. (2017). Online teaching efficacy: A product of professional
https://doi.org/10.1186/s12909-021-02871-w
development and ongoing support. International Journal of Nursing Education
Kunaviktikul, W., Ang, E., Baridwan, N. S., Bernal, A. B., Dones, L. B. P., Flores, J. L.,
Scholarship, 14(1). https://doi.org/10.1515/ijnes-2016-0033
Freedman-Doan, R., Klunklin, A., Lee, W. L., Lin, C.-C., Luk, T. T., Nguyen, A. T. H.,
Richter, S. L., & Schuessler, J. B. (2019a). Nursing faculty experiences and perceptions of
Nurumal, M. S., Setiawan, A., Sumaiyah Jamaluddin, T. S., Huy, T. Q.,
online teaching: A descriptive summary. Teaching and Learning in Nursing, 14(1),
Tungpunkom, P., Wati, N. D. N. K., Xu, X., & Shorey, S. (2022a). Nursing students’
26–29. https://doi.org/10.1016/j.teln.2018.09.004
and faculty members’ experiences of online education during COVID-19 across
Richter, S. L., & Schuessler, J. B. (2019b). Nursing faculty experiences and perceptions of
Southeast Asia: A photovoice study. Nurse Education Today, 111, Article 105307.
online teaching: A descriptive summary. Teaching and Learning in Nursing, 14(1),
https://doi.org/10.1016/j.nedt.2022.105307
26–29. https://doi.org/10.1016/j.teln.2018.09.004
Kunaviktikul, W., Ang, E., Baridwan, N. S., Bernal, A. B., Dones, L. B. P., Flores, J. L.,
Sehunwe, M. (2016). Factors affecting use of E-learning in nursing education: A literature
Freedman-Doan, R., Klunklin, A., Lee, W. L., Lin, C. C., Luk, T. T., Nguyen, A. T. H.,
review. Texila International Journal of Nursing, 2(2), 1–6.
Nurumal, M. S., Setiawan, A., Sumaiyah Jamaluddin, T. S., Huy, T. Q.,
Tungpunkom, P., Wati, N. D. N. K., Xu, X., & Shorey, S. (2022b). Nursing students’

109
R. Al-Teete et al.
Smith, Y. M., & Crowe, A. R. (2017). Nurse educator perceptions of the importance of
relationship in online teaching and learning. Journal of Professional Nursing, 33(1),
11–19. https://doi.org/10.1016/j.profnurs.2016.06.004
Smith, Y., Chen, Y.-J., & Warner-Stidham, A. (2021). Understanding online teaching
effectiveness: Nursing student and faculty perspectives. Journal of Professional
Nursing, 37(5), 785–794. https://doi.org/10.1016/j.profnurs.2021.05.009
Smith, Y., Chen, Y.-J., & Warner-Stidham, A. (2021a). Understanding online teaching
effectiveness: Nursing student and faculty perspectives. Journal of Professional
Nursing, 37(5), 785–794. https://doi.org/10.1016/j.profnurs.2021.05.009
Smith, Y., Chen, Y. J., & Warner-Stidham, A. (2021b). Understanding online teaching
effectiveness: Nursing student and faculty perspectives. Journal of Professional
Nursing, 37(5), 785–794. https://doi.org/10.1016/j.profnurs.2021.05.009
110
Journal of Professional Nursing 46 (2023) 102–110
Suliman, W. A., Abu-Moghli, F. A., Khalaf, I., Zumot, A. F., & Nabolsi, M. (2021).
Experiences of nursing students under the unprecedented abrupt online learning
format forced by the national curfew due to COVID-19: A qualitative research study.
Nurse Education Today, 100, Article 104829. https://doi.org/10.1016/j.
nedt.2021.104829
Unnikrishnan, V. V., T. R., S., & Varghese, S. (2020). Perceptions of nursing faculty on
online teaching during Covid 19 pandemic in Kerala. Nursing Journal of India, 111(6),
253–256. https://singaporetech.remotexs.co/user/login?url=https://search.ebscoh
ost.com/login.aspx?direct=true&AuthType=ip&db=ccm&AN=148412752&site
=ehost-live&scope=site.
White, M. D., & Marsh, E. E. (2006). Content analysis: A flexible methodology. Library
Trends, 55(1), 22–45. https://doi.org/10.1353/lib.2006.0053