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Unexplored territory: measuring self-efficacy, student knowledge and satisfaction in a blended health assessment in nursing course

dc.contributor.authorBerga, Keri-Ann
dc.contributor.authorVadnais, Elisha
dc.contributor.authorNelson, Jody
dc.contributor.authorJohnston, Sharon
dc.contributor.authorMitchell, Agnes
dc.contributor.authorHu, Rui
dc.contributor.authorOlaiya, Bo
dc.date.accessioned2023-03-13T16:40:07Z
dc.date.available2023-03-13T16:40:07Z
dc.date.issued2017
dc.descriptionBerga, K., Vadnais, E., Mitchell, A., Nelson, J., Johnston, S., Hu, R., & Olaiya, B. (2017, October 12). Unexplored Territory: Measuring Self-Efficacy, Student Knowledge and Satisfaction in a Blended Health Assessment in Nursing Course. Poster presented at ISSOTL 2017, Calgary, Alberta.
dc.description.abstractNotable 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.
dc.identifier.urihttps://hdl.handle.net/20.500.14078/3021
dc.language.isoen
dc.rightsAll Rights Reserved
dc.subjectblended learning
dc.subjectnursing
dc.subjectpost-secondary education
dc.titleUnexplored territory: measuring self-efficacy, student knowledge and satisfaction in a blended health assessment in nursing courseen
dc.typePresentation

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