Browsing by Author "Berga, Keri-Ann"
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Item Blended learning across the nursing lifespan(2018) Tougas, Sarah; Berga, Keri-AnnBlended learning (BL) uses a combination of online and face-to-face instruction, with a reduction in face-to-face contact time. BL is intended to mitigate some of the challenges associated with online-only instruction, such as a lack of personalization, while improving flexibility when compared to face-to-face instruction. As the demographics of nurses and nursing students change, it is essential that nursing education is able to meet their needs. The purpose of this literature review is to examine the literature available on the use of BL as an instructional method for undergraduate, masters, and doctoral nursing programs as well as continued education of Registered Nurses (RNs) throughout their career. The results suggest that BL is at least as effective as traditional delivery methods and may offer additional advantages such as increased satisfaction and critical thinking for students. More rigorous research of BL in the field of nursing is required to further explore the effects.Item Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: a quasi-experimental study(2021) Berga, Keri-Ann; Vadnais, Elisha; Nelson, Jody; Johnston, Sharon; Buro, Karen; Hu, RuiBackground: Blended learning, which integrates face-to-face and online instruction, is increasingly being adopted. A gap remains in the literature related to blended learning, self-efficacy, knowledge and perceptions in undergraduate nursing. Objectives: To investigate outcomes of self-efficacy, knowledge and perceptions related to the implementation of a newly blended course. Design: This was a quasi-experimental pre-post test design. Setting: This study was conducted at an undergraduate university in Alberta, Canada. Participants: A total of 217 second-year undergraduate nursing students participated and 187 participants completed all study components. Methods: A convenience sampling method was used. Data were collected at the start and end of the semesters. Data were analyzed using descriptive and inferential statistics using R(3.4.3) and R-Studio(1.1.423). Results: There were no significant differences in self-efficacy scores between groups or in the pre-post surveys (p > 0.100) over time. There was no significant difference in knowledge between the blended online and face-to-face groups (p > 0.100). For students in the blended course, perceptions of the online learning environment were positive. Conclusion: Blended learning has the potential to foster innovative and flexible learning opportunities. This study supports continued use and evaluation of blended learning as a pedagogical approach.Item Unexplored territory: measuring self-efficacy, student knowledge and satisfaction in a blended health assessment in nursing course(2017) Berga, Keri-Ann; Vadnais, Elisha; Nelson, Jody; Johnston, Sharon; Mitchell, Agnes; Hu, Rui; Olaiya, BoNotable gaps exist within the literature on Blended Learning (BL) in undergraduate nursing curricula (McCutcheon et al., 2015), and research has suggested that newly developed BL modules should be tested repeatedly to identify differences and facilitate the development of effective BL in nursing education (Hsu & Hsieh, 2011). This current research further explores BL in the undergraduate nursing context, through a comparison of BL and traditional face-to-face learning in health assessment education.