Yang Yuanyuan, Chen Hua, Sun Hongyu
Peking University School of Nursing, Beijing, China.
SAGE Open Nurs. 2024 Sep 10;10:23779608241274214. doi: 10.1177/23779608241274214. eCollection 2024 Jan-Dec.
Blended learning is a teaching approach that integrates online self-learning and classroom teaching. It emphasizes students' self-directed learning, actively engaging, as well as communication and collaboration. Blended learning develops the qualities in nursing undergraduate students with problem-solving ability, clinical thinking, and communication skills as nurses have. Currently, learners' experience has become an important factor in determining the success of blended learning.
To learn about the experiences and perceptions of undergraduate nursing students regarding blending learning in pediatric nursing.
A mixed methods design beginning with a quantitative data collection and analysis phase to inform the subsequent qualitative phase was utilized. This study was conducted among undergraduate nursing students at one university in China. In the quantitative study phase, a convenience sample of 59 students completed the online survey while the qualitative study phase included nine students recruited by purposive sampling. The qualitative data were collected using individual semistructured in-depth interviews. Audio data were transcribed and subjected to thematic analysis. The findings from those two phases were integrated into the final analysis.
The majority (89.8%) of students reported satisfaction with blended learning. Among various teaching methods, case-based learning (CBL) was the most preferred (98.3%). Regarding the qualitative data, students reported positive experiences with blended learning including well-organized course structure, resourceful course content, and high teacher quality. They stated that blended learning improved the learning outcomes such as improving problem-solving ability and developing clinical thinking. They also provided suggestions for achieving better learning outcomes, including providing stressful learning activities, optimizing online course design, and improving the quality of group learning.
The blended learning model of pediatric nursing based on the Community of Inquiry framework provides a positive learning experience for nursing undergraduate students. However, ongoing assessment and improvement of the blended learning process are also needed.
混合式学习是一种将在线自主学习与课堂教学相结合的教学方法。它强调学生的自主学习、积极参与以及沟通与协作。混合式学习培养护理本科生具备护士所拥有的解决问题能力、临床思维和沟通技巧等素质。目前，学习者的体验已成为决定混合式学习成功与否的重要因素。
了解本科护理学生对儿科护理混合式学习的体验和看法。
采用一种混合方法设计，首先进行定量数据收集与分析阶段，为后续的定性阶段提供信息。本研究在中国一所大学的本科护理学生中进行。在定量研究阶段，59名学生的便利样本完成了在线调查，而定性研究阶段包括通过目的抽样招募的9名学生。定性数据通过个人半结构化深度访谈收集。音频数据被转录并进行主题分析。两个阶段的结果被整合到最终分析中。
大多数（89.8%）学生对混合式学习表示满意。在各种教学方法中，基于案例的学习（CBL）最受欢迎（98.3%）。关于定性数据，学生报告了混合式学习的积极体验，包括课程结构组织良好、课程内容丰富、教师素质高。他们表示混合式学习提高了学习成果，如提高了解决问题的能力和培养了临床思维。他们还为实现更好的学习成果提供了建议，包括提供有压力的学习活动、优化在线课程设计以及提高小组学习质量。
基于探究社区框架的儿科护理混合式学习模式为护理本科生提供了积极的学习体验。然而，也需要对混合式学习过程进行持续评估和改进。
