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In this paper we present aspects of a study that scoped e-learning implementation in nursing and health science disciplines throughout the UK and explored the factors affecting use. Data related to the use of technologies are presented here. While there are many drivers for the use of e-learning, the current scope of engagement in nursing and health science disciplines is unknown and variations in adoption have not been explored. A postal questionnaire sent to a purposive sample of 93 Higher Education Institutions (HEIs) obtained data from 25 universities (response rate of 28%) related to their uptake and development of e-learning. Questionnaire data was analysed using descriptive statistics. From this, nine HEIs were identified, reflecting a range of levels of engagement in e-learning. Data was collected through 35 staff interviews across the sites. Qualitative data from the interviews was transcribed to allow thematic analysis. Though e-learning adoption and use vary across the sector, the predominant learning and teaching engagement is instructivist and managed through a virtual learning environment. There is limited experimentation with e-learning and teaching use, linked to key centres of excellence and the efforts of ‘champions’. It is suggested that a more systematic approach to development and funding is required to achieve enhanced use of e-learning.

Issues with e-learning in nursing and health education in the UK: are new technologies being embraced in the teaching and learning environments?