Nurse education in practice · 2026
Online geriatric nursing education: A systematic review and typological analysis of interventions and outcomes.
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Tang Hansen Cindy, Razaghi Kazem, Cheng Yu Carrie, Koo Fung Kuen, Chang Hui-Chen Rita
Аннотация
AIM: To systematically review and synthesize evidence on online education interventions targeting nursing staff in hospital, community and long-term care settings, examine relationships between intervention characteristics and outcomes and propose a structured typology of interventions.
BACKGROUND: Global population aging increases demand for skilled and confident geriatric nursing staff. Online education offers a flexible and scalable approach to continuing professional development, yet evidence on its design, implementation and effectiveness remains fragmented and heterogeneous.
DESIGN: Systematic review with narrative synthesis.
METHODS: PubMed, Web of Science and CINAHL were searched for studies published between 2014 and 2026. Study quality was independently assessed using the JBI critical appraisal tool and MMAT. Narrative synthesis guided conceptual analysis of intervention characteristics, typology development and reported outcomes.
RESULTS: Eighteen studies were included. Four intervention types were identified: (1) Multimedia Knowledge Modules, (2) Integrated Clinical Tools, (3) Remote Monitoring and Feedback Systems and (4) Social-Mediated Learning Platforms (e.g., WeChat). Nursing knowledge and confidence consistently improved across studies. Resident-level outcomes-such as nutritional intake, cognitive function, physical activity and delirium incidence-varied and were closely linked to intervention design. Integrated interventions (Types 2-3) produced the most consistent positive effects. Evidence predominantly originated from Western contexts, with limited cross-cultural adaptation.
CONCLUSION: This review presents the first evidence-based typology of online geriatric nursing education interventions, categorizing interventions by design and potential impact. Future development should emphasize integrated, practice-supportive systems, culturally responsive adaptations and rigorous evaluation of resident outcomes.
BACKGROUND: Global population aging increases demand for skilled and confident geriatric nursing staff. Online education offers a flexible and scalable approach to continuing professional development, yet evidence on its design, implementation and effectiveness remains fragmented and heterogeneous.
DESIGN: Systematic review with narrative synthesis.
METHODS: PubMed, Web of Science and CINAHL were searched for studies published between 2014 and 2026. Study quality was independently assessed using the JBI critical appraisal tool and MMAT. Narrative synthesis guided conceptual analysis of intervention characteristics, typology development and reported outcomes.
RESULTS: Eighteen studies were included. Four intervention types were identified: (1) Multimedia Knowledge Modules, (2) Integrated Clinical Tools, (3) Remote Monitoring and Feedback Systems and (4) Social-Mediated Learning Platforms (e.g., WeChat). Nursing knowledge and confidence consistently improved across studies. Resident-level outcomes-such as nutritional intake, cognitive function, physical activity and delirium incidence-varied and were closely linked to intervention design. Integrated interventions (Types 2-3) produced the most consistent positive effects. Evidence predominantly originated from Western contexts, with limited cross-cultural adaptation.
CONCLUSION: This review presents the first evidence-based typology of online geriatric nursing education interventions, categorizing interventions by design and potential impact. Future development should emphasize integrated, practice-supportive systems, culturally responsive adaptations and rigorous evaluation of resident outcomes.