Technology
educators play a pivotal role in helping nurses interpret learning in relation to local protocols, patient populations and service pressures, and supporting translation from theory to practice. Preceptor programmes such as the one developed by the Florence Nightingale Foundation and Elsevier are designed to support this role by strengthening preceptor capability and, in turn, enhancing the experience of those new to practice. For this reason, digital eLearning delivers
the greatest value when embedded within blended learning models. By combining online content with simulation, reflective activities and supervised practice, blended approaches enable nurses to link theoretical understanding with hands-on application that reflects local priorities and governance requirements. In doing so, digital learning contributes to more consistent decision making, strengthened clinical mastery and improved quality of care across diverse settings.
Case example: digital learning in action Blended learning models are widely recognised as an effective way to translate theoretical knowledge into clinical practice. However, adapting digital content for different clinical, cultural and resource settings can present challenges. This is particularly true in low to middle-income countries, where eLearning programmes developed in the UK or the US might have limited relevance. A pilot programme within the Vinmec Healthcare System in Vietnam demonstrated how these barriers can be addressed. Led by Kathleen Vollman, Clinical Nurse Specialist at Advanced Nursing LLC, the initiative introduced the AACN Essentials of Critical Care Orientation (ECCO) programme to support structured critical care education. Despite being developed for an English-speaking audience, the programme was successfully adapted for local use.
Vietnamese nurses with stronger English
proficiency completed the ECCO modules first and then acted as facilitators for their peers, supporting group learning using translated materials. Knowledge was assessed using a modified Basic Knowledge Assessment Tool, with average scores increasing from 60 percent before the programme to 85 percent after completion of 70 modules. Importantly, these gains were maintained one year later, indicating sustained knowledge retention. The pilot highlighted the importance of combining standardised digital content with local expertise. Modules not relevant to local practice were removed, while
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While eLearning can provide a strong foundation in principles, guidelines and standardised approaches, the application of that knowledge relies on local context and professional judgement.
facilitator-led discussion, peer learning and reflective debriefs helped translate learning into day-to-day care. Recognition of achievement, including certificate presentations within the organisation, further reinforced engagement and professional confidence. Together, these elements illustrate how blended learning can be effectively contextualised to support consistent, high-quality nursing practice across diverse healthcare settings.
AI-driven clinical decision support enhancing consistent high-quality care Even with robust education and well-designed training pathways, the pace and complexity of modern clinical practice mean that nurses continue to require reliable decision support. Despite this, many existing digital tools remain physician-centred, overly generic, or poorly aligned with nursing workflows, limiting their
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