Online learning in nursing education: A 21st century bibliometric analysis

초록

Background: Online learning has become an integral part of nursing education, especially in response to the growing reliance on technology and the global transition to remote learning. Aim: This study explored research outputs and impact, collaborative networks, and thematic trends in online learning within nursing education to guide future educational advancements. Methods: A bibliometric analysis was conducted using the Web of Science database to examine publications spanning from 2000 to August 2024. VOSviewer and Biblioshiny were utilized to assess publication trends, co-authorship, co-citation, and keyword co-occurrence, providing a comprehensive view of the research landscape. Descriptive statistics and visualizations were employed to enhance clarity and facilitate interpretation of key findings. Results: The dataset encompassed 703 institutions across 56 countries, demonstrating the global scope of online learning research in nursing education. Publication output grew steadily, reaching a peak of 111 articles in 2022 (17 % of the total). The United States led with 555 publications and 2669 citations, followed by Australia (n = 92), Canada (n = 62), and Iran (n = 45). Co-authorship analysis revealed dense regional networks, with the University System of Ohio and the University of North Carolina as central hubs, though international collaborations were sparse. Keyword co-occurrence analysis identified three primary thematic clusters: (1) the impact of the COVID-19 pandemic, (2) student engagement, readiness, and motivation, and (3) technological integration and pedagogical approaches. Conclusions: This bibliometric analysis provides a comprehensive overview of online learning research in nursing education, highlighting its growth, thematic focus areas, and collaborative networks. The findings serve as a foundation for advancing evidence-based, inclusive, and innovative educational practices. Online learning is no longer a peripheral aspect of nursing education but a cornerstone for driving excellence, equity, and innovation. By addressing existing gaps and embracing emerging opportunities, stakeholders can reimagine nursing education to better prepare students for the challenges of modern healthcare. © 2025 Elsevier Ltd

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