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Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: A
Keri-Ann Berga1, Elisha Vadnais2, Jody Nelson3
1Champlain Maternal Newborn Regional Program (CMNRP), 2305 St. Laurent Blvd Suite 300A, Ottawa, Ontario, Canada; MacEwan University, Canada.
Background:
Blended learning, which integrates face-to-face and online instruction, is increasingly being adopted. A gap remains in the literature related to blended learning, self-efficacy, knowledge and perceptions in undergraduate nursing.
Objectives:
To investigate outcomes of self-efficacy, knowledge and perceptions related to the implementation of a newly blended course.
Design:
This was a quasi-experimental pre-post test design.
Setting:
This study was conducted at an undergraduate university in Alberta, Canada.
Participants:
A total of 217 second-year undergraduate nursing students participated and 187 participants completed all study components.
Methods:
A convenience sampling method was used. Data were collected at the start and end of the semesters. Data were analyzed using descriptive and inferential statistics using R(3.4.3) and R-Studio(1.1.423).
Results:
There were no significant differences in self-efficacy scores between groups or in the pre-post surveys (p > 0.100) over time. There was no significant difference in knowledge between the blended online and face-to-face groups (p > 0.100). For students in the blended course, perceptions of the online learning environment were positive.
Conclusion:
Blended learning has the potential to foster innovative and flexible learning opportunities. This study supports continued use and evaluation of blended learning as a pedagogical approach.
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