Abstract：
BACKGROUND: The increasing availability of technology devices or portable digital assistant devices continues to change the teaching-learning landscape, including technology-supported learning. Portable digital assistants and technology usage have become an integral part of teaching and learning nowadays. Cloud computing, which includes YouTube, Google Apps, Dropbox and Twitter, has become the reality of today\'s teaching and learning and has noticeably improved higher education, including nursing education.
OBJECTIVE: The aim of this integrative literature review was to explore and describe technology usage for teaching and learning in nursing education.
METHODS: A five-step integrative review framework by Whittemore and Knafl was used to attain the objective of this study. The authors searched for both empirical and non-empirical articles from EBSCOhost (health information source and health science), ScienceDirect and African Journals Online Library databases to establish what is already known about the keywords. Key terms included in literature search were coronavirus disease 2019 (COVID-19), digital learning, online learning, nursing, teaching and learning, and technology use.
RESULTS: Nineteen articles were selected for analysis. The themes that emerged from this review were (1) technology use in nursing education, (2) the manner in which technology is used in nursing education, (3) antecedents for technology use in nursing education, (4) advantages of technology use in nursing education, (5) disadvantages of technology use in nursing education and (6) technology use in nursing education amidst COVID-19.
CONCLUSIONS: Technology in nursing education is used in both clinical and classroom teaching to complement learning. However, there is still a gap in its acceptance despite its upward trend.Contribution: The findings of this study contribute to the body of knowledge on the phenomenon of technology use for teaching and learning in nursing education.
OBJECTIVE: The aim of this integrative literature review was to explore and describe technology usage for teaching and learning in nursing education.
METHODS: A five-step integrative review framework by Whittemore and Knafl was used to attain the objective of this study. The authors searched for both empirical and non-empirical articles from EBSCOhost (health information source and health science), ScienceDirect and African Journals Online Library databases to establish what is already known about the keywords. Key terms included in literature search were coronavirus disease 2019 (COVID-19), digital learning, online learning, nursing, teaching and learning, and technology use.
RESULTS: Nineteen articles were selected for analysis. The themes that emerged from this review were (1) technology use in nursing education, (2) the manner in which technology is used in nursing education, (3) antecedents for technology use in nursing education, (4) advantages of technology use in nursing education, (5) disadvantages of technology use in nursing education and (6) technology use in nursing education amidst COVID-19.
CONCLUSIONS: Technology in nursing education is used in both clinical and classroom teaching to complement learning. However, there is still a gap in its acceptance despite its upward trend.Contribution: The findings of this study contribute to the body of knowledge on the phenomenon of technology use for teaching and learning in nursing education.
摘要：
背景：技术设备或便携式数字助理设备的可用性不断提高，继续改变教学格局，包括技术支持的学习。便携式数字助理和技术使用已成为当今教学和学习的组成部分。云计算,其中包括YouTube，GoogleApps,Dropbox和Twitter,已经成为当今教学和学习的现实，并显著提高了高等教育，包括护理教育。
目的：这篇综合文献综述的目的是探索和描述护理教育教学中的技术使用。
方法：Whittemore和Knafl的五步综合审查框架用于实现本研究的目标。作者搜索了EBSCOhost（健康信息源和健康科学）的经验和非经验文章，ScienceDirect和非洲期刊在线图书馆数据库，以建立有关关键字的已知信息。文献检索中包括的关键术语是2019年冠状病毒病（COVID-19），数字化学习,在线学习,护理,教学和学习，和技术使用。
结果：选择19篇文章进行分析。从这篇综述中出现的主题是(1)护理教育中的技术使用，(2)技术在护理教育中的应用方式，(3)护理教育技术运用的前因,(4)技术在护理教育中的应用优势,（5）在护理教育中使用技术的弊端；（6）在COVID-19中在护理教育中使用技术。
结论：在临床和课堂教学中都使用了护理教育技术来补充学习。然而,尽管它呈上升趋势，但接受度仍然存在差距。贡献：这项研究的发现有助于了解护理教育中技术用于教学的现象。
目的：这篇综合文献综述的目的是探索和描述护理教育教学中的技术使用。
方法：Whittemore和Knafl的五步综合审查框架用于实现本研究的目标。作者搜索了EBSCOhost（健康信息源和健康科学）的经验和非经验文章，ScienceDirect和非洲期刊在线图书馆数据库，以建立有关关键字的已知信息。文献检索中包括的关键术语是2019年冠状病毒病（COVID-19），数字化学习,在线学习,护理,教学和学习，和技术使用。
结果：选择19篇文章进行分析。从这篇综述中出现的主题是(1)护理教育中的技术使用，(2)技术在护理教育中的应用方式，(3)护理教育技术运用的前因,(4)技术在护理教育中的应用优势,（5）在护理教育中使用技术的弊端；（6）在COVID-19中在护理教育中使用技术。
结论：在临床和课堂教学中都使用了护理教育技术来补充学习。然而,尽管它呈上升趋势，但接受度仍然存在差距。贡献：这项研究的发现有助于了解护理教育中技术用于教学的现象。
