Blended learning: Assessing nursing students' perspectives.
Background: Blended learning combines face-to-face and online learning and has recently gained popularity, accelerated by the coronavirus disease 2019 (COVID-19) pandemic, often without active evaluation. Objectives: This study aimed to assess university nursing students' perceptions of a blended le...
| Publicado en: | Curationis Vol. 47; no. 1; pp. 1 - 9 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
African Online Scientific Information System PTY LTD
2024
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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=179301150&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 179301150 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03798577 IOI jtl: Curationis issn: 03798577 maglogo: N pubinfo: dt: 2024 vid: 47 iid: 1 pid: 56831 pub: African Online Scientific Information System PTY LTD place: , <Blank> artinfo: ui: 179301150 179301150 179301150 10.4102/curationis.v47i1.2579 179301150 ppf: 1 ppct: 8 formats: fmt: @attributes: type: P tig: atl: Blended learning: Assessing nursing students' perspectives. aug: au: Steenkamp, Ilze Chipps, Jennifer affil: Department of Nursing, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa sug: subj: Student Attitudes Evaluation Students, Nursing, Baccalaureate Learning Methods COVID-19 Pandemic Human South Africa Learning Environment Online Education Questionnaires Scales Chi Square Test Mann-Whitney U Test Descriptive Statistics Schools, Nursing Coefficient alpha Data Analysis Software Male Female Adolescence Young Adult Adolescent: 13-18 years Male Female ab: Background: Blended learning combines face-to-face and online learning and has recently gained popularity, accelerated by the coronavirus disease 2019 (COVID-19) pandemic, often without active evaluation. Objectives: This study aimed to assess university nursing students' perceptions of a blended learning approach during the COVID-19 pandemic. Method: The population was 150 third-year nursing students from a university in the Western Cape, South Africa, using all-inclusive sampling. A one-group, pre-and post-evaluation study was conducted using a self-administered questionnaire (Student Perceptions of Blended Learning scale). Differences were assessed using Chi-squared and Mann-Whitney U tests with a significance level of p < 0.05. Results: Before implementing blended learning, 128 students (85.3%) completed the questionnaire, while 95 (63.3%) did so after. Demographics and access showed no significant differences between the groups. Post-implementation showed a 10.1% increase in preference for blended learning (χ² = 2.832, p = 0.092). Ease of use was rated significantly higher before implementation (3.07 ± 0.49), with no significant change post-implementation (2.99 ± 0.58). The blended learning process received lower ratings compared to content, with no significant differences before or after implementation for either (process: 2.55 ± 0.58 vs 2.54 ± 0.63; content: 2.75 ± 0.52 vs 2.79 ± 0.52). Conclusion: Nursing students had a positive perception of blended learning, though the online learning component posed challenges with time and module comprehension. Contribution: The findings can help higher education institutions evaluate existing online management systems and guide nurse educators in meeting students' needs when developing module resources. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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