Bibliomatric Study on Digital Education of Knowledge and Skill using VOS Viewer
DOI:
https://doi.org/10.58418/ijeqqr.v3i1.58Keywords:
Digital Education, Nursing Education, Education Methods, Digital Media, Knowledge, Students SkillAbstract
The bibliometric analysis of publications connected to nursing education methods and digital media is still restricted. Thus, there needs to be more understanding of practices and concepts. This study aims to determine the trend in publications and visualization of nursing learning techniques and digital media. The bibliometric method with policy-related scientific publication data from 2017 to 2024 uses a VOS viewer. The publications evaluated came from the Google Scholar database: 200 articles, 13 from Scopus, and 14 from PubMed. The literature search was conducted online in March 2024 using keywords: knowledge, skill, and digital education. The articles were downloaded in RIS format and processed with a VOS viewer to visualize and analyze patterns in bibliometrics. VOS viewer can generate network, overlay, and density visualization maps. Following analysis by the VOS viewer software, 8 clusters were identified in mapping all themes (light purple, brown, orange, Tosca, purple, yellow, blue, green, and red). The clusters demonstrated a link between one issue and another. The thickness of the connecting line indicated the strength of pairs of topic areas or keywords. The mapping results presented above reveal the number of terms and other term associations associated with digital education. Future academics can develop themes that have yet to be explored by considering the density of topics offered and paying regard to duty and ethics in education. This research contributes to providing information on the use and implementation of technology in nursing education in the digital era.
References
Albar, S. B., & Southcott, J. E. (2021). Problem and project-based learning through an investigation lesson: Significant gains in creative thinking behaviour within the Australian foundation (preparatory) classroom. Thinking Skills and Creativity, 41(September), 100853. https://doi.org/10.1016/j.tsc.2021.100853
Aydın Doğan, R., & Yazıcı, S. (2024). Use and Effectiveness of Innovative Virtual Reality Application in Teaching Fetal Development. CIN: Computers, Informatics, Nursing, 42(7), 515–521. https://doi.org/10.1097/CIN.0000000000001036
Bieri, J., Tuor, C., Nendaz, M., L Savoldelli, G., Blondon, K., Schiffer, E., & Zamberg, I. (2023). Implementation of a Student-Teacher–Based Blended Curriculum for the Training of Medical Students for Nasopharyngeal Swab and Intramuscular Injection: Mixed Methods Pre-Post and Satisfaction Surveys. JMIR Medical Education, 9, e38870. https://doi.org/10.2196/38870
Caruso, L. (2018). Digital innovation and the fourth industrial revolution: epochal social changes? AI & SOCIETY, 33(3), 379–392. https://doi.org/10.1007/s00146-017-0736-1
Caskurlu, S., Richardson, J. C., Maeda, Y., & Kozan, K. (2021). The qualitative evidence behind the factors impacting online learning experiences as informed by the community of inquiry framework: A thematic synthesis. Computers & Education, 165, 104111. https://doi.org/10.1016/j.compedu.2020.104111
Chang, H.-Y., Wu, H.-F., Chang, Y.-C., Tseng, Y.-S., & Wang, Y.-C. (2021). The effects of a virtual simulation-based, mobile technology application on nursing students’ learning achievement and cognitive load: Randomized controlled trial. International Journal of Nursing Studies, 120, 103948. https://doi.org/10.1016/j.ijnurstu.2021.103948
Chang, Y.-Y., Chao, L.-F., Chang, W., Lin, C.-M., Lee, Y.-H., Latimer, A., & Chung, M. L. (2024). Impact of an immersive virtual reality simulator education program on nursing students’ intravenous injection administration: A mixed methods study. Nurse Education Today, 132(January), 106002. https://doi.org/10.1016/j.nedt.2023.106002
Dilekçi, A., & Karatay, H. (2023). The effects of the 21st century skills curriculum on the development of students’ creative thinking skills. Thinking Skills and Creativity, 47(March), 101229. https://doi.org/10.1016/j.tsc.2022.101229
Effendi, D. N., Irwandani, Anggraini, W., Jatmiko, A., Rahmayanti, H., Ichsan, I. Z., & Mehadi Rahman, M. (2021). Bibliometric analysis of scientific literacy using VOS viewer: Analysis of science education. In E. Pane, A. Saregar, & U. A. Det (Eds.), Young Scholar Symposium on Science Education and Environment (YSSSEE) (Vol. 1796, Issue 1, p. 012096). IOP Publishing. https://doi.org/10.1088/1742-6596/1796/1/012096
Fabriz, S., Mendzheritskaya, J., & Stehle, S. (2021). Impact of Synchronous and Asynchronous Settings of Online Teaching and Learning in Higher Education on Students’ Learning Experience During COVID-19. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.733554
Gravel, J., D’Amours-Gravel, M., & Osmanlliu, E. (2023). Learning to Fake It: Limited Responses and Fabricated References Provided by ChatGPT for Medical Questions. Mayo Clinic Proceedings: Digital Health, 1(3), 226–234. https://doi.org/10.1016/j.mcpdig.2023.05.004
Hamzah, H., Hamzah, M. I., & Zulkifli, H. (2022). Systematic Literature Review on the Elements of Metacognition-Based Higher Order Thinking Skills (HOTS) Teaching and Learning Modules. Sustainability, 14(2), 813. https://doi.org/10.3390/su14020813
Huriyah, H., & Hidayat, A. (2022). SECTIONS Model Analysis for Pre-service English Teachers’ Media Selection in Pandemic Covid 19. International Journal of Instruction, 15(3), 599–610. https://doi.org/10.29333/iji.2022.15333a
Junus, K., Santoso, H. B., Putra, P. O. H., Gandhi, A., & Siswantining, T. (2021). Lecturer Readiness for Online Classes during the Pandemic: A Survey Research. Education Sciences, 11(3), 139. https://doi.org/10.3390/educsci11030139
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., … Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103(April), 102274. https://doi.org/10.1016/j.lindif.2023.102274
Kavanagh, J., & Sharpnack, P. (2021). Crisis in Competency: A Defining Moment in Nursing Education. OJIN: The Online Journal of Issues in Nursing, 26(1). https://doi.org/10.3912/OJIN.Vol26No01Man02
Kayyali, R., Wells, J., Rahmtullah, N., Tahsin, A., Gafoor, A., Harrap, N., & Nabhani-Gebara, S. (2021). Development and evaluation of a serious game to support learning among pharmacy and nursing students. Currents in Pharmacy Teaching and Learning, 13(8), 998–1009. https://doi.org/10.1016/j.cptl.2021.06.023
Kleib, M., Arnaert, A., Nagle, L. M., Ali, S., Idrees, S., Kennedy, M., & da Costa, D. (2023). Digital health education and training for undergraduate and graduate nursing students: a scoping review protocol. JBI Evidence Synthesis, 21(7), 1469–1476. https://doi.org/10.11124/JBIES-22-00266
Koukourikos, K., Tsaloglidou, A., Kourkouta, L., Papathanasiou, I., Iliadis, C., Fratzana, A., & Panagiotou, A. (2021). Simulation in Clinical Nursing Education. Acta Informatica Medica, 29(1), 15. https://doi.org/10.5455/aim.2021.29.15-20
Kurt, Y., & Öztürk, H. (2021). The effect of mobile augmented reality application developed for injections on the knowledge and skill levels of nursing students: An experimental controlled study. Nurse Education Today, 103(August), 104955. https://doi.org/10.1016/j.nedt.2021.104955
Lall, P., Rees, R., Law, G. C. Y., Dunleavy, G., Cotič, Ž., & Car, J. (2019). Influences on the Implementation of Mobile Learning for Medical and Nursing Education: Qualitative Systematic Review by the Digital Health Education Collaboration. Journal of Medical Internet Research, 21(2), e12895. https://doi.org/10.2196/12895
Lebo, C., & Brown, N. (2024). Integrating Artificial Intelligence (AI) Simulations Into Undergraduate Nursing Education: An Evolving AI Patient. Nursing Education Perspectives, 45(1), 55–56. https://doi.org/10.1097/01.NEP.0000000000001081
Letchumanan, M., Husain, S. K. S., Ayub, A. F. M., Chau, K. T., Radzi, F. I. M., & Heng, I. C. (2020). Investigating Factors that Promote Higher Order Thinking Skills in Information and Communication Technology (ICT) Integrated Classes. Universal Journal of Educational Research, 8(11B), 5816–5823. https://doi.org/10.13189/ujer.2020.082215
Mian, S. H., Salah, B., Ameen, W., Moiduddin, K., & Alkhalefah, H. (2020). Adapting Universities for Sustainability Education in Industry 4.0: Channel of Challenges and Opportunities. Sustainability, 12(15), 6100. https://doi.org/10.3390/su12156100
O’Connor, S., Zhang, M., Honey, M., & Lee, J. J. (2021). Digital professionalism on social media: A narrative review of the medical, nursing, and allied health education literature. International Journal of Medical Informatics, 153(October), 104514. https://doi.org/10.1016/j.ijmedinf.2021.104514
Öz, G. Ö., & Ordu, Y. (2021). The effects of web based education and Kahoot usage in evaluation of the knowledge and skills regarding intramuscular injection among nursing students. Nurse Education Today, 103(August), 104910. https://doi.org/10.1016/j.nedt.2021.104910
Potter, J., & McDougall, J. (2017). Digital Media, Culture and Education. Palgrave Macmillan UK. https://doi.org/10.1057/978-1-137-55315-7
Pruitt, Z. M., Kazi, S., Weir, C., Taft, T., Busog, D.-N., Ratwani, R., & Hettinger, A. Z. (2023). A Systematic Review of Quantitative Methods for Evaluating Electronic Medication Administration Record and Bar-Coded Medication Administration Usability. Applied Clinical Informatics, 14(01), 185–198. https://doi.org/10.1055/s-0043-1761435
Qutieshat, A. S., Abusamak, M. O., & Maragha, T. N. (2020). Impact of Blended Learning on Dental Students’ Performance and Satisfaction in Clinical Education. Journal of Dental Education, 84(2), 135–142. https://doi.org/10.21815/JDE.019.167
Rodríguez-Almagro, J., Prado-Laguna, M. del C., Hernández-Martínez, A., Monzón-Ferrer, A., Muñoz-Camargo, J. C., & Martín-Lopez, M. (2021). The Impact on Nursing Students of Creating Audiovisual Material through Digital Storytelling as a Teaching Method. International Journal of Environmental Research and Public Health, 18(2), 694. https://doi.org/10.3390/ijerph18020694
Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning & Teaching, 6(1), 342–263. https://doi.org/10.37074/jalt.2023.6.1.9
Saha, S. M., Pranty, S. A., Rana, M. J., Islam, M. J., & Hossain, M. E. (2022). Teaching during a pandemic: do university teachers prefer online teaching? Heliyon, 8(1), e08663. https://doi.org/10.1016/j.heliyon.2021.e08663
Sarkar, S., Sharma, S., & Raheja, S. (2021). Implementation of Blended Learning Approach for Improving Anatomy Lectures of Phase I MBBS Students – Learner Satisfaction Survey. Advances in Medical Education and Practice, 12, 413–420. https://doi.org/10.2147/AMEP.S301634
Segundo Marcos, R. I., López Fernández, V., Daza González, M. T., & Phillips-Silver, J. (2020). Promoting children’s creative thinking through reading and writing in a cooperative learning classroom. Thinking Skills and Creativity, 36(June), 100663. https://doi.org/10.1016/j.tsc.2020.100663
Shorey, S., & Ng, E. D. (2021). The use of virtual reality simulation among nursing students and registered nurses: A systematic review. Nurse Education Today, 98, 104662. https://doi.org/10.1016/j.nedt.2020.104662
Strand, I., Gulbrandsen, L., Slettebø, Å., & Nåden, D. (2017). Digital recording as a teaching and learning method in the skills laboratory. Journal of Clinical Nursing, 26(17–18), 2572–2582. https://doi.org/10.1111/jocn.13632
Tsekhmister, Y. (2023). Effectiveness of case-based learning in medical and pharmacy education: A meta-analysis. Electronic Journal of General Medicine, 20(5), em515. https://doi.org/10.29333/ejgm/13315
Venkatesh, S., Rao, Y. K., Nagaraja, H., Woolley, T., Alele, F. O., & Malau-Aduli, B. S. (2020). Factors Influencing Medical Students’ Experiences and Satisfaction with Blended Integrated E-Learning. Medical Principles and Practice, 29(4), 396–402. https://doi.org/10.1159/000505210
Vizcaya-Moreno, M. F., & Pérez-Cañaveras, R. M. (2020). Social Media Used and Teaching Methods Preferred by Generation Z Students in the Nursing Clinical Learning Environment: A Cross-Sectional Research Study. International Journal of Environmental Research and Public Health, 17(21), 8267. https://doi.org/10.3390/ijerph17218267
Westman, J., Johnson, K. D., Smith, C. R., & Kelcey, B. (2024). Educational preparedness and perceived importance on confidence in new graduate registered nurses’ medication administration. Journal of Professional Nursing, 54, 68–74. https://doi.org/10.1016/j.profnurs.2024.06.008
Yates, A., Starkey, L., Egerton, B., & Flueggen, F. (2021). High school students’ experience of online learning during Covid-19: the influence of technology and pedagogy. Technology, Pedagogy and Education, 30(1), 59–73. https://doi.org/10.1080/1475939X.2020.1854337
Yildiz, H., & Demiray, A. (2022). Virtual reality in nursing education 3D intravenous catheterization E-learning: A randomized controlled trial. Contemporary Nurse, 58(2–3), 125–137. https://doi.org/10.1080/10376178.2022.2051573
Yu, M., & Yang, M. R. (2022). Effectiveness and Utility of Virtual Reality Infection Control Simulation for Children With COVID-19: Quasi-Experimental Study. JMIR Serious Games, 10(2), e36707. https://doi.org/10.2196/36707
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 International Journal of Educational Qualitative Quantitative Research
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
