Query: Blended learning and nursing

title: Blended learning via distance in pre registration nursing education: A scoping review
abstract: Prior to the Covid 19 global pandemic, we reviewed literature and identified comprehensive evidence of the efficacy of blended learning for pre registration nursing students who learn across distances and/or via satellite campuses. Following a methodological framework, a scoping literature review was undertaken. We searched six databases (EBSCOHOST (CINHAL plus; Education research Complete; Australia/New Zealand Reference Centre) Google Scholar; EMBASE (Ovid) [ERIC (Ovid) Medline (Ovid) PubMed: ProQuest Education Journals ProQuest Nursing Allied Health Source) for the period 2005 December 2015. Critical appraisal for critiquing qualitative and quantitative studies was undertaken, as was a thematic analysis. Twenty eight articles were included for review, which reported nursing research (n 23) and student experiences of blended learning in higher education (n 5) Four key themes were identified in the literature: active learning, technological barriers, support, and communication. The results suggest that when delivered purposefully, blended learning can positively influence and impact on the achievements of students, especially when utilised to manage and support distance education. Further research is needed about satellite campuses with student nurses, to assist with the development of future educational practice.

title: Blended Learning and Its Effectiveness in Nursing Education: Review

title: Effectiveness of Blended Learning in Nursing Education
abstract: Currently, teaching in higher education is being heavily developed by learning management systems that record the learning behaviour of both students and teachers. The use of learning management systems that include project based learning and hypermedia resources increases safer learning, and it is proven to be effective in degrees such as nursing. In this study, we worked with 120 students in the third year of nursing degree. Two types of blended learning were applied (more interaction in learning management systems with hypermedia resources vs. none) Supervised learning techniques were applied: linear regression and k means clustering. The results indicated that the type of blended learning in use predicted 40.4% of student learning outcomes. It also predicted 71.9% of the effective learning behaviors of students in learning management systems. It therefore appears that blended learning applied in Learning Management System (LMS) with hypermedia resources favors greater achievement of effective learning. Likewise, with this type of Blended Learning (BL) a larger number of students were found to belong to the intermediate cluster, suggesting that this environment strengthens better results in a larger number of students. BL with hypermedia resources and project based learning increase students' learning outcomes and interaction in learning management systems. Future research will be aimed at verifying these results in other nursing degree courses.

title: Blended learning versus face to face learning in an undergraduate nursing health assessment course: A quasi experimental study.
abstract: 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.  To investigate outcomes of self efficacy, knowledge and perceptions related to the implementation of a newly blended course.  This was a quasi experimental pre post test design.  This study was conducted at an undergraduate university in Alberta, Canada.  A total of 217 second year undergraduate nursing students participated and 187 participants completed all study components.  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.  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.

title: The effect of online vs. blended learning in developing English language skills by nursing student: an experimental study
abstract: The present study investigates the effect of online learning vs. blended learning (BL) in developing English language skills by nursing student. The participants of the study included sixty student.

title: Nursing students' motivation regulation strategies in blended learning: A qualitative study.
abstract: Although there is a strong body of evidence showing that motivational factors are critical components of self regulated professional learning and commitment to work, little is known about nursing students' motivation regulation during their studies. The aim of this study was to gain a deeper understanding of nursing students' motivation regulation strategies and factors contributing to their reported use along their three year study path in a blended learning environment. A purposeful sampling was used to select 12 undergraduate nursing students, who exhibited different motivation regulation profiles and had completed almost three years of study in a blended learning degree program. A qualitative, deductive, content analysis was used to depict students' experiences from their retrospective recollection in the interview situation. Seven motivation strategies were identified: environmental structuring, self consequating, goal oriented self talk, efficacy management, emotion regulation, regulation of value, and interest enhancement. Individual and situational factors were found to enhance and to sustain the use of appropriate motivation regulation strategies. The students exhibited versatility in their use of motivation regulation strategies, which were related to the study phase. These findings regarding nursing students' motivation regulation strategies should be considered in the development of nursing education programs and the implementation of improvements that contribute to professional and self regulated learning in blended learning programs. This article is protected by copyright. All rights reserved.

title: "EFFECTIVENESS OF BLENDED LEARNING FOR TEACHING CARDIAC DISORDERS ON NURSING STUDENTS' LEARNING OUTCOMES AND ATTITUDE"
abstract: An estimate of about 26 million individuals across the world are affected by Heart Failure. There is a necessity of using e learning in Nursing profession, because nurses need access to updated information on diseases, treatments and new skills. The purpose of the study was to find out the effectiveness of Blended learning on Nursing Students' learning outcomes regarding management of cardiac disorders. A True Experimental study was conducted among 40 nursing students. The results revealed that mean post test knowledge and skills scores in Blended learning group were not significantly higher than Conventional learning group. Further, mean post test clinical decision making scores in Blended learning group were significantly higher than the Conventional learning group.  Blended Learning was effective in improving the learning outcomes of Nursing Students in terms of Critical Decision making. There was a favourable attitude of Nursing Students towards Blended Learning.

title: Evaluation of a blended learning approach to developing specialty nursing practice. An exploratory descriptive qualitative study.
abstract: An ageing population and a transitioning workforce is creating demands on healthcare workforces. Clinical and procedural knowledge deficits cause anxieties in new and experienced nurses alike when integrating into new teams. Overcoming these boundaries can be achieved with Introductory programs. These develop knowledge, technical skills and non technical skills. Investigating nurses drive to undertake such programs, and the benefits they perceive for themselves, will help to tailor future programs.  To explore post registration nurses' motivations for undertaking an introductory program that utilised a blended learning methodology. Identifying changes in participants understanding and clinical behaviours.  An exploratory descriptive qualitative study design was used to evaluate the Introduction to Specialty Practice (ISP) program that is run by a large private healthcare provider in Melbourne, Australia. The health service includes eight campuses and four intensive care units across the group. Twelve participants from a mixture of critical care and acute care clinical areas were consented. They were interviewed using a semi structured questionnaire. Responses were transcribed verbatim and thematic analysis of the transcripts then occurred.  The study demonstrated intrinsic and extrinsic factors influenced participant's desires to undertake this program. Three major themes were evident: 1) that caring without knowledge was daunting, 2) that participants needed to create a clinical and professional identity and 3) that participant's perspective on their delivery of care improved, along with their professional aptitude.  Maintaining currency with knowledge, skills, and technological developments is crucial for nurses to consistently deliver high level care. The demands that nurses' face within their clinical areas affects their intention to stay within the workforce and their ability to deliver care. Introductory programs that utilise blended learning strategies have a role to play in enabling nurses to create their professional identity, find their position in clinical teams, and meet the requirements of organisations.

title: The Perceived Usefulness of a Problem Solving Incorporated into Blended Learning in Nursing Education: A Descriptive Study
abstract: Second edition of problem solving incorporated into blended learning was implemented in a Masters Nursing Degree. The new redesign took into account the critical issues recorded in the previous edition and made the necessary changes. The changes should facilitate students' online activities and allow them to become more involved in learning how to solve health problems in communities. It was considered interesting to investigate if the students perceived the problem solving' usefulness in a blended learning environment. The descriptive study is based on a questionnarie completed by 24 students at the end of problem solving. The students' perceptions of different elements were investigated both including their attitude in using the Moodle forum and worshop and the Mindomo software upload on Moodle, in learning through the sharing questions and ideas in an blended environment. The empirical results show the students' agreement on the usability and applicability of blended problem solving, with the exception of Mindomo. The answers given by students lead to reflection on the need for a better their blended learning adaptability. In fact, students' responses are neutral, both in terms of their greater involvement in the construction of their learning, and in terms of the extension of problem solving incorporated into blended learning to other courses

title: Effect of Blended Learning on Academic Achievements and Attitude of Nursing Students: A Systematic Review
abstract: Technological advances have revolutionized teaching and learning processes. With the emergence of technologies and need for cost effective teaching methods have led to the molding of teaching learning practices.Considering these constant and rapid changes, it is crucial that learners in health care area should be taught with latest knowledge and keep pace with up to date information.  The study design was systematic review and it includes studies from databases of PUBMED, MEDLINE, Cochrane library, SCOPUS, Science direct, and Google scholar (2008 2019) The included studies were focusing on the effectiveness of blended learning on nursing students' knowledge, skills and attitude and the studies that discussed about other methods of teaching and conducted on other specialty students were excluded.  The data was grouped and analyzed in terms of meta analysis. Total 21 relevant articles were undertaken. Abstracted information is related to study design, population characteristics, intervention and outcomes.  Blended learning as a teaching method is effective in improving the learning outcomes in terms of academic achievements and performance of nursing students regarding various topics/ procedures. Students also possess favorable attitude towards blended learning. Several studies came out with the conclusions that blended learning is beneficial in improving the learning outcomes.