CHALLENGES AND OPPORTUNITIES IN DIGITAL LEARNING TECHNOLOGIES FOR NURSING EDUCATION IN LOW-RESOURCE SETTINGS: A SCOPING REVIEW

Introduction The use of digital learning technologies is becoming increasingly popular globally. However, there is a dearth of published evidence on the use of digital learning technologies in nursing education, specifically in low-resource settings. To develop a set of digital learning guidelines for use in low-resource settings, a scoping review was conducted on the use, and challenges with the purpose of identifying the themes to guide the guidelines. Review Question What are the challenges and opportunities associated with the use of digital learning technologies in nursing education within low-resource settings? Methods The Joanna Briggs Institute (JBI) scoping review methodology was used. Databases included: Scopus, Academic Search Complete, PubMed and CINAHL using the search criteria: Participants: Student nurses and nurse educators in nursing education institutions. Context: Low resource settings defined as low- and middle-income countries. Concept: Use of digital learning technology. Exclusion criteria were non-nursing health profession programmes. The retrieved papers were screened by title, abstract with full text review if selected. The data extracted were analysed thematically using the Digital Competence framework. Results Forty-three (43) papers were extracted. Few of the studies were found to have been conducted in Africa. Key themes included: Digital learning technology use; digital learning technologies use in clinical teaching and learning; educational use of digital learning technologies in online learning in theory teaching and emergence of Artificial Intelligence in Nursing Education. Conclusion Most use of digital technologies use reported were on students online learning. Challenges related primarily to pedagogical competence, with the need for administrative and technical competences, an extension to the pre-existing digital competence framework.