Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: a quasi-experimental study

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dc.contributor.authorBerga, Keri-Ann
dc.contributor.authorVadnais, Elisha
dc.contributor.authorNelson, Jody
dc.contributor.authorJohnston, Sharon
dc.contributor.authorBuro, Karen
dc.contributor.authorHu, Rui
dc.date.accessioned2021-12-22
dc.date.accessioned2022-05-31T01:44:58Z
dc.date.available2022-05-31T01:44:58Z
dc.date.issued2021
dc.description.abstractBackground: 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.extent1.94MB
dc.format.mimetypePDF
dc.identifier.citationBerga, 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.doihttps://doi.org/10.1016/j.nedt.2020.104622
dc.identifier.urihttps://hdl.handle.net/20.500.14078/2524
dc.languageEnglish
dc.language.isoen
dc.rightsAttribution-NonCommercial-NoDerivs (CC BY-NC-ND)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectblended learning
dc.subjectnursing students
dc.subjectteaching methods
dc.subjectbaccalaureate nursing education
dc.subjectundergraduate
dc.subjectself-efficacy
dc.titleBlended learning versus face-to-face learning in an undergraduate nursing health assessment course: a quasi-experimental study
dc.typeArticle
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