Foundations of Nursing: Comparing Face-to-Face Versus Blended Learning

Area of Science:

• Nursing Education
• Educational Technology
• Pedagogy

Background:

• Limited research exists on blended learning in foundational nursing education.
• Traditional face-to-face instruction is the standard for nursing courses.
• Evaluating alternative teaching modalities is crucial for effective nursing pedagogy.

Purpose of the Study:

• To compare student performance in foundations of nursing courses using blended learning versus traditional face-to-face instruction.
• To assess learner satisfaction with blended learning in nursing education.
• To evaluate student perceptions of the effectiveness of blended learning for meeting course objectives.

Main Methods:

• Comparative study design.
• Utilized blended learning and face-to-face instruction as teaching modalities.
• Assessed performance through exam and final course grades.
• Collected data on learner satisfaction and perceptions via participant feedback.

Main Results:

• No statistically significant differences were observed in exam or final course grades between blended and face-to-face groups.
• The majority of participants rated the blended learning course as excellent, very good, or good.
• Most learners perceived blended learning as effective in achieving course objectives.

Conclusions:

• Blended learning is a viable and effective strategy for teaching foundational nursing concepts.
• Learner satisfaction and perceived effectiveness support the integration of blended learning in nursing curricula.
• This study provides evidence for the utility of blended learning in nursing education.