School of Nursing, Jilin University, Changchun, Jilin 130021, China.
School of Nursing, Jilin University, Changchun, Jilin 130021, China.
Nurse Educ Pract. 2022 Aug;63:103354. doi: 10.1016/j.nepr.2022.103354. Epub 2022 Apr 29.
The primary goal of this analysis is to determine the effectiveness of blended learning versus traditional face-to-face teaching in nursing education from the three aspects of knowledge, skills and satisfaction.
With the rapid development of health care, traditional teaching has been unable to meet the learning needs of nursing education. With the development of Internet technology, blended learning seems to be a new available choice to solve the current predicament. However, the effectiveness of blended learning is still controversial. In addition, most studies have primarily evaluated the teaching effect unilaterally.
Systematic review and meta-analysis.
We searched PubMed, Embase, Web of Science, CINAHL and the Cochrane Library for publications in English from inception to April 2021. Two researchers independently screened the eligibility of each publication and extracted the data. The Cochrane risk-of-bias tool and the MINORS (methodological items for non-randomized studies) were used to evaluate the quality of the studies. The statistical heterogeneity was analyzed by the meta-regression and subgroup analysis. Publication bias was assessed by Egger's test.
The search strategy identified a total of 3682 potentially relevant articles. We finally included 13 randomized controlled trials (RCTs) and 12 quasi-experimental studies (QRs), with a total of 2706 nursing students. The meta-analysis results showed that blended learning is more effective than traditional teaching in terms of knowledge, skill performance and learning satisfaction (SMD=0.64, z = 3.237, p = 0.001; SMD = 0.37, z = 2.58, p = 0.010; SMD = 0.32, z = 2.347, p = 0.019). Egger's test showed no significant publication bias. In addition, sensitivity analysis suggested that the results are relatively reliable. Through subgroup analysis and meta regression, we found that although the heterogeneity could not be significantly reduced or eliminated, the publication year, the study design and the duration of the intervention time and the number of items in the intervention may be the potential factors affecting heterogeneity of knowledge and learning satisfaction.
The research results showed that blended learning may be an effective teaching strategy and appears to have excellent long-term developmental potential. Although its initial construction may require specific investment to improve the teaching resources and standardize the design of blended learning, in the long term, this new teaching strategy can not only improve nursing students' professional ability and learning satisfaction but also save nursing education resources to promote the balanced development of nursing education. The results of this study can lay a foundation for establishing standardized blended teaching strategies and evaluation indicators in the future.
本分析的主要目的是从知识、技能和满意度三个方面确定混合式学习相对于传统面对面教学在护理教育中的效果。
随着医疗保健的快速发展，传统教学已经不能满足护理教育的学习需求。随着互联网技术的发展，混合式学习似乎是解决当前困境的一种新的可行选择。然而，混合式学习的效果仍存在争议。此外，大多数研究主要单方面评估教学效果。
系统评价和荟萃分析。
我们检索了从成立到 2021 年 4 月发表的英文出版物 PubMed、Embase、Web of Science、CINAHL 和 Cochrane 图书馆。两名研究人员独立筛选了每篇出版物的资格并提取了数据。使用 Cochrane 偏倚风险工具和 MINORS（非随机研究的方法项目）评估研究的质量。通过荟萃回归和亚组分析分析统计异质性。使用 Egger 检验评估发表偏倚。
搜索策略共确定了 3682 篇潜在相关文章。我们最终纳入了 13 项随机对照试验（RCT）和 12 项准实验研究（QR），共有 2706 名护理学生。荟萃分析结果表明，混合式学习在知识、技能表现和学习满意度方面优于传统教学（SMD=0.64，z=3.237，p=0.001；SMD=0.37，z=2.58，p=0.010；SMD=0.32，z=2.347，p=0.019）。Egger 检验未显示出显著的发表偏倚。此外，敏感性分析表明结果相对可靠。通过亚组分析和荟萃回归，我们发现，尽管异质性无法显著降低或消除，但发表年份、研究设计以及干预时间的持续时间和干预项目的数量可能是影响知识和学习满意度异质性的潜在因素。
研究结果表明，混合式学习可能是一种有效的教学策略，并且似乎具有极好的长期发展潜力。尽管其初始构建可能需要特定的投资来改进教学资源并规范混合式学习的设计，但从长远来看，这种新的教学策略不仅可以提高护理学生的专业能力和学习满意度，还可以节省护理教育资源，促进护理教育的均衡发展。本研究的结果可以为未来建立标准化的混合式教学策略和评估指标奠定基础。
