Abusabeib Zeinab A
Department of Community and Psychiatric Mental Health Nursing, College of Nursing, Princess Nourah bint Abdulrahman University, Riyadh, 11671, Saudi Arabia.
Adv Med Educ Pract. 2025 Jul 9;16:1197-1207. doi: 10.2147/AMEP.S520500. eCollection 2025.
Blended learning merges in-person instruction with online education, offering flexible and individualized learning experiences. This approach is especially valuable in nursing education, where connecting theoretical knowledge with practical application is crucial.
The study aims to investigate nursing students' experiences and satisfaction levels regarding blended learning in a Clinical Nutrition Course targeted at third-year nursing students while comparing the knowledge outcomes of blended learning and traditional learning groups.
A cross-sectional study design was utilized to evaluate the experiences of 307 female nursing students through the Web-based Learning Environment Instrument (WEBLEI). Data were collected online using a 5-point Likert scale and analyzed with descriptive statistics. Moreover, academic performance between the blended learning group (2024-2025) and the traditional group (2023-2024) was compared using independent t-tests.
Students reported a high level of satisfaction with blended learning, evident from the overall WEBLEI scores. Scores for Access (4.48), Interaction (4.40), Response (4.59), and Results (4.64) indicated favorable views regarding flexibility, engagement, and knowledge gain. The blended learning group exhibited significantly better academic performance (Total Score: 94.39 ± 4.78) compared to the traditional group (89.21 ± 5.39; p < 0.001).
Blended learning significantly improves both student satisfaction and academic performance in nursing education. Enhancing peer interaction and incorporating additional synchronous activities could further enhance the blended learning approach.
混合式学习将面授教学与在线教育相结合，提供灵活且个性化的学习体验。这种方法在护理教育中尤其有价值，因为将理论知识与实际应用相联系至关重要。
本研究旨在调查护理专业三年级学生在临床营养课程中对混合式学习的体验和满意度，同时比较混合式学习组和传统学习组的知识成果。
采用横断面研究设计，通过基于网络的学习环境工具（WEBLEI）评估307名女护理学生的体验。使用5点李克特量表在线收集数据，并进行描述性统计分析。此外，使用独立t检验比较混合式学习组（2024 - 2025年）和传统组（2023 - 2024年）的学业成绩。
学生对混合式学习满意度较高，这从整体WEBLEI分数中可见一斑。访问（4.48）、互动（4.40）、反馈（4.59）和成果（4.64）方面的分数表明，学生对灵活性、参与度和知识获取持积极看法。与传统组（89.21 ± 5.39；p < 0.001）相比，混合式学习组的学业成绩明显更好（总分：94.39 ± 4.78）。
混合式学习显著提高了护理教育中学生的满意度和学业成绩。加强同伴互动并纳入更多同步活动可进一步提升混合式学习方法。
