Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: a quasi-experimental study
dc.contributor.author | Berga, Keri-Ann | |
dc.contributor.author | Vadnais, Elisha | |
dc.contributor.author | Nelson, Jody | |
dc.contributor.author | Johnston, Sharon | |
dc.contributor.author | Buro, Karen | |
dc.contributor.author | Hu, Rui | |
dc.date.accessioned | 2021-12-22 | |
dc.date.accessioned | 2022-05-31T01:44:58Z | |
dc.date.available | 2022-05-31T01:44:58Z | |
dc.date.issued | 2021 | |
dc.description.abstract | Background: 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. | |
dc.format.extent | 1.94MB | |
dc.format.mimetype | ||
dc.identifier.citation | Berga, K.A., Vadnais, E., Nelson, J., Johnston, S., Buro, K., Hu, R., Olaiya, B. (2021). Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: A quasi-experimental study. Nurse Education Today, 96. https://doi.org/10.1016/j.nedt.2020.104622 | |
dc.identifier.doi | https://doi.org/10.1016/j.nedt.2020.104622 | |
dc.identifier.uri | https://hdl.handle.net/20.500.14078/2524 | |
dc.language | English | |
dc.language.iso | en | |
dc.rights | Attribution-NonCommercial-NoDerivs (CC BY-NC-ND) | |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.subject | blended learning | |
dc.subject | nursing students | |
dc.subject | teaching methods | |
dc.subject | baccalaureate nursing education | |
dc.subject | undergraduate | |
dc.subject | self-efficacy | |
dc.title | Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: a quasi-experimental study | |
dc.type | Article |
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