Facilitators, barriers, and impact of e-learning on healthcare professionals in primary healthcare settings: An integrative review of literature

Abstract

Background: The Primary Health Care Corporation in Qatar uses continuing professional development (CPD) to improve the knowledge and practices of healthcare professionals (HCPs). Due to COVID-19, CPD delivery has shifted from in-person to e-learning. While the need to provide CPD is evident, there is a lack of understanding of how HCPs access and use e-learning and how this learning influences the organizational outcomes in primary care settings. Aim: The aim of this review was to explore (a) the facilitators and barriers to accessing and using e-learning and (b) the impact of e-learning on HCPs’ learning, their practices, and organizational outcomes. Methodology: Primary research publications between 2013 and 2022 were obtained from the CINAHL, MEDLINE OVID, and EBSCO databases. A total of 39 articles were included in this integrative review, which was guided by Whittemore and Knafl's framework. The MMAT was used to assess the quality of the included studies. Kirkpatrick's model guided data analysis. Findings: The reaction level is influenced by the characteristics of e-learning content and delivery as well as the motivation of individuals. The learning level is influenced by the level of awareness, knowledge, skills, confidence, attitudes, and beliefs of HCPs. The behavior level is associated with intentions to change or apply in practice as well as implications for practice. The organizational impact is characterized by the quality of patient care. Conclusion: Understanding the potential facilitators and barriers to accessing and using e-learning is crucial when designing and implementing CPD to improve the quality of e-learning and therefore the quality of patient care.