Researching student perspectives on interprofessional online learning via asynchronous text-based conferencing in healthcare education: a literature review

Background: There is an increasing important role for asynchronous text-based computer mediated conferencing as a pedagogic tool in interprofessional learning for nurses in higher education. Available research studies on asynchronous text-based interprofessional learning at post-registration level based on either users’ perspectives or the conference communication provided useful information on students’ learning experience. This paper first discusses the theoretical assumptions of asynchronous text-based interprofessional learning. The purpose is to highlight the way student online learning experience might be created. Based on this knowledge, the paper goes on to describe and discuss the research methodologies and methods, with less emphasis on the kind of results that have been obtained in the field of study about asynchronous text-based interprofessional online learning within nursing education at post-registration level. Methods: The literature search focuses on papers which investigate student perspectives on the experience on effectiveness of asynchronous text-based interprofessional online learning. Criteria for inclusion were papers about the use of computer mediated conferencing at post-registration level for interprofessional online learning by nurses and healthcare professionals allied to health. Results: Reviewing the body of research about student perspectives on post-registration students’ experience with interprofessional online learning revealed that asynchronous text-based conferencing at post-registration healthcare programmes which involved nurses had received insufficient research attention in nurse, health and social education research literature. Only seven papers were available for review. In addition, the research methods and approaches employed have not been consistent with the pedagogic principles and ideas associated with principles of collaborative learning through communication based on constructivism. Conclusion: Research studies to inform strategies for asynchronous text-based interprofessional online learning in post- registration nurse education might be limiting. There is a need for more research, especially those which commensurate with the constructivist approach in learning. Certainly, research using discourse analysis which focuses on the discursive aspect and communication needs to be conducted to evaluate asynchronous text-based interprofessional online learning