Blended learning pedagogy designed for communication module among undergraduate nursing students: A quasi-experimental study.
Background Effective communication is important for nurse and patient outcomes. Nursing students often feel unprepared to communicate effectively with patients and other healthcare workers within the clinical environment. Blended learning pedagogy-based communication skills training can provide an a...
| Publicado en: | Nurse Education Today Vol. 61; pp. 120 - 127 |
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| Autores principales: | , , , , , |
| Formato: | research Journal Article |
| Publicado: |
Elsevier B.V.
Feb2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=127701742&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 127701742 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02606917 8IS jtl: Nurse Education Today issn: 02606917 maglogo: N pubinfo: dt: Feb2018 vid: 61 pid: 467 pub: Elsevier B.V. place: New York, New York artinfo: ui: 127701742 127701742 127701742 10.1016/j.nedt.2017.11.011 127701742 ppf: 120 ppct: 7 formats: tig: atl: Blended learning pedagogy designed for communication module among undergraduate nursing students: A quasi-experimental study. aug: au: Shorey, Shefaly Kowitlawakul, Yanika Devi, M. Kamala Chen, Hui-Chen Soong, Swee Kit Alan Ang, Emily affil: Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, National University Health System, 117597, Singapore sug: subj: Education, Nursing Students, Nursing Communication Skills Communication Skills Training Teaching Methods Education Research Quasi-Experimental Studies Student Satisfaction Student Attitudes Pretest-Posttest Design Schools, Nursing Human Self-Efficacy Scales ab: Background Effective communication is important for nurse and patient outcomes. Nursing students often feel unprepared to communicate effectively with patients and other healthcare workers within the clinical environment. Blended learning pedagogy-based communication skills training can provide an alternative to traditional methods of teaching to enhance students' satisfaction and self-efficacy levels in communicating with others. Objectives To examine the effectiveness of blended learning pedagogy in a redesigned communication module among nursing undergraduates in enhancing their satisfaction levels and attitudes towards learning communication module as well as self-efficacy in communication. Design A single group pre-test and post-test quasi-experimental design was adopted. Settings and Participants Data were collected from August 2016 to November 2016 from 124 nursing undergraduates from a leading nursing school. Methods Blended learning pedagogy was adopted to redesign a communication module that offered a wide array of learning opportunities via face-to-face classroom and online sessions. Validated and reliable instruments were used to measure satisfaction levels with blended learning pedagogy, attitudes towards learning communication, and communication self-efficacy. Descriptive and inferential statistics were used to analyze the data. Results Participants had enhanced satisfaction levels with blended learning pedagogy, better attitudes in learning communication skills, and improved communication self-efficacies at posttest (week 13 of the semester) when compared with their pre-test scores (week one of the semester). Participants scored higher in the Blended Learning Satisfaction Scale, the Communication Skills Attitude Scale, and the communication skills subscale of the Nursing Students Self-Efficacy Scale. Conclusions Blended learning pedagogy can be effectively used in facilitating communication modules and enhancing student outcomes among nursing undergraduates. The long-term effectiveness of using blended learning pedagogy in facilitating communication modules should be evaluated from students' and patients' perspectives. Additionally, the technology should be constantly improved by incorporating more interactive functions and should be tested to accommodate the learners' needs. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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