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Developing a blended learning program for nursing and midwifery students in Iran: Process and preliminary outcomes
Mitra Zolfaghari1, Reza Negarandeh, Sana Eybpoosh
1Nursing and Midwifery Care Research Center, Tehran University of Medical Science, Virtual School. Keshavarz Ave. Naderi Street, Doulat Shahi st. Tehran, Iran.
Iranian Journal of Nursing and Midwifery Research
|August 29, 2013
Summary
This study developed a blended learning (BL) program for nursing and midwifery students, showing improved academic performance and participation. Addressing internet access and IT skills is crucial for future BL initiatives.
Area of Science:
- Medical Education
- Educational Technology
Background:
- Developed and evaluated a blended learning (BL) program for nursing and midwifery students at Tehran University of Medical Sciences.
- Utilized a participatory action research approach to design and implement the BL program.
Purpose of the Study:
- To assess the effectiveness of a blended learning program on student learning outcomes and participation.
- To gather student and instructor feedback on the BL educational method.
Main Methods:
- Designed 22 blended courses with a dedicated website and technological infrastructure.
- Implemented the BL method for one semester, assessing students' grade point average and participation.
- Collected data through student and instructor surveys and opinion analysis.
Main Results:
- Students in the BL program showed significantly higher grade point average and participation compared to the traditional face-to-face method (P < 0.0001).
- A majority of students preferred the BL method, reporting increased independence.
- Most instructors had a positive attitude towards BL, appreciating its flexibility, though some noted the time-intensive course design.
Conclusions:
- The blended learning program positively impacted student learning outcomes and engagement.
- Key considerations for future BL program development include addressing motivational, communicational, and IT skill challenges.
- Lessons learned can inform policymakers and educators implementing similar programs in Iran.
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