Champlain Maternal Newborn Regional Program (CMNRP), 2305 St. Laurent Blvd Suite 300A, Ottawa, Ontario, Canada; MacEwan University, Canada.
College and Association of Registered Nurses of Alberta, Canada.
Nurse Educ Today. 2021 Jan;96:104622. doi: 10.1016/j.nedt.2020.104622. Epub 2020 Oct 10.
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).
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.
混合式学习将面对面教学和在线教学相结合，这种教学方式正在被越来越多地采用。但是，在本科护理专业的混合式学习、自我效能感、知识和认知方面的文献中仍然存在差距。
调查与新混合课程实施相关的自我效能感、知识和认知的结果。
这是一项准实验前后测试设计。
这项研究在加拿大阿尔伯塔省的一所本科大学进行。
共有 217 名二年级本科护理学生参与，其中 187 名学生完成了所有研究内容。
采用便利抽样法。数据在学期开始和结束时收集。使用 R（3.4.3）和 R-Studio（1.1.423）进行描述性和推断性统计分析。
在自我效能感评分方面，各小组之间或在随时间推移的前后测调查中均无显著差异（p>0.100）。混合式在线和面对面小组之间的知识也没有显著差异（p>0.100）。对于混合课程的学生，他们对在线学习环境的看法是积极的。
混合式学习具有培养创新和灵活学习机会的潜力。本研究支持继续使用和评估混合式学习作为一种教学方法。
