Hassan Eman Arafa, Mohamed Ahlam Mahmoud, Eltaib Fatma Abdou, Khaled Asmaa Mohammed Saad
Critical Care and Emergency Nursing Department, Faculty of Nursing, Alexandria University, Alexandria, Egypt.
Community Health Nursing, Faculty of Nursing, Alexandria University, Alexandria, Egypt.
BMC Nurs. 2024 Oct 18;23(1):766. doi: 10.1186/s12912-024-02393-y.
Blended learning, a pedagogical approach combining traditional classroom instruction with online components, has gained prominence in nursing education. While offering numerous benefits, student satisfaction with blended learning remains a critical concern. This study contributes to the existing literature by providing a comprehensive evaluation of the determinants influencing nursing students' satisfaction with this innovative educational modality. By examining a wide range of factors, including sociodemographic characteristics, academic factors, and environmental influences, this research offers valuable insights for educators to optimize blended learning experiences in nursing education.
A descriptive cross-sectional research design was conducted. This study investigates the factors influencing nursing students' satisfaction with blended learning at Alexandria University, Egypt, where blended learning programs have been integrated into the curriculum primarily through the Microsoft Teams platform. A convenient sample of 1266 nursing students from both bachelor and technical educational institutions participated in the study from September 2023 to the end of December 2023. Data were collected using an online survey containing two measurement tools: the Blended Learning Satisfaction Scale and the Environmental Facilitators and Barriers to Student Persistence in Online Courses scale. Statistical analyses, including descriptive statistics and backward multiple linear regression, were conducted to identify factors that are associated with the satisfaction of nursing students' with blended learning.
Findings indicate that factors such as age, gender, income, employment status, access to suitable internet sources, academic year, computer literacy, preferred learning method, and perceptions of environmental facilitators significantly influence satisfaction scores (all p < 0.001). The overall regression model, with an adjusted R² of 0.31, signifies that 31% of the variance in satisfaction scores is explained collectively by the previously mentioned variables (F = 21.21, p < 0.001).
Students' sociodemographic variables, preference for blended learning, and perception of environmental facilitators such as encouragement to enroll in the course significantly influence nursing students' satisfaction levels with blended learning. However, limitations in the current study such as self-report bias, convenient sampling, and cross-sectional design limit the generalizability and causal inferences of these findings.
混合式学习作为一种将传统课堂教学与在线教学相结合的教学方法，在护理教育中日益受到重视。虽然混合式学习带来了诸多益处，但学生对其满意度仍是一个关键问题。本研究通过全面评估影响护理专业学生对这种创新教育模式满意度的决定因素，为现有文献做出了贡献。通过考察广泛的因素，包括社会人口学特征、学术因素和环境影响，本研究为教育工作者优化护理教育中的混合式学习体验提供了有价值的见解。
采用描述性横断面研究设计。本研究调查了埃及亚历山大大学护理专业学生对混合式学习满意度的影响因素，该校的混合式学习课程主要通过微软团队平台融入课程体系。2023年9月至12月底，来自本科和技术教育机构的1266名护理专业学生组成的便利样本参与了本研究。数据通过在线调查收集，该调查包含两种测量工具：混合式学习满意度量表和在线课程中影响学生坚持学习的环境促进因素与障碍量表。进行了包括描述性统计和向后多元线性回归在内的统计分析，以确定与护理专业学生混合式学习满意度相关的因素。
研究结果表明，年龄、性别、收入、就业状况、是否能获取合适的互联网资源、学年、计算机素养、偏好的学习方式以及对环境促进因素的认知等因素对满意度得分有显著影响（所有p < 0.001）。调整后的R²为0.31的总体回归模型表明，满意度得分差异的31%可由上述变量共同解释（F = 21.21，p < 0.001）。
学生的社会人口学变量、对混合式学习的偏好以及对诸如鼓励参加课程等环境促进因素的认知，显著影响护理专业学生对混合式学习的满意度水平。然而，本研究存在自我报告偏差、便利抽样和横断面设计等局限性，限制了这些结果的普遍性和因果推断。
