Faculty of Health and Welfare Sciences, Østfold University College, 1757 Halden, Norway.
Faculty of Engineering, Østfold University College, 1757 Halden, Norway.
Nurse Educ Pract. 2021 Mar;52:103046. doi: 10.1016/j.nepr.2021.103046. Epub 2021 Apr 1.
In nursing, bioscience is regarded as one of the cornerstones of nursing practice. However, bioscience disciplines as anatomy, physiology and biochemistry are considered challenging for students and the failure rate is high. In this study we explore a blended learning teaching strategy in an anatomy, physiology and biochemistry course for first year Bachelor nursing students. In the blended learning teaching strategy, short narrated online digital resources of bioscientific terms and concepts were integrated into the teaching design along with digital metacognitive evaluations of learning outcomes. Results show that compared to students receiving traditional face-to-face teaching, the students with a blended learning approach performed better on their national exam with a small to medium effect size (Cohen's d=0.23). Student course evaluations supported the blended learning delivery with small to medium effect sizes. The students reported that the digital resources supported their learning outcome achievement, that they better understood the teacher's expectations and that they were more satisfied with their virtual learning environment. This study adds to the growing literature of blended learning effectiveness in higher education, and suggests the use of digital resources as an enrichment of teaching and enhancement of students' study experience.
在护理中，生物科学被视为护理实践的基石之一。然而，解剖学、生理学和生物化学等生物科学学科被认为对学生具有挑战性，失败率很高。在这项研究中，我们探索了一种混合学习教学策略，将简短的生物科学术语和概念的在线数字化资源与对学习成果的数字元认知评估结合起来，应用于一年级护理学士的解剖学、生理学和生物化学课程中。结果表明，与接受传统面对面教学的学生相比，采用混合学习方法的学生在全国考试中的表现更好，具有中等偏小的效果大小（Cohen's d=0.23）。学生对课程的评价支持了混合学习的实施，具有中等偏小的效果大小。学生报告说，数字化资源支持了他们的学习成果，他们更好地理解了教师的期望，并且对虚拟学习环境更加满意。这项研究增加了混合学习在高等教育中有效性的文献，并表明使用数字化资源可以丰富教学内容，增强学生的学习体验。
