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Related Experiment Video

Updated: Aug 20, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Exploring Nursing Undergraduates' Experiences with a Redesigned Blended Learning Course: A Descriptive Qualitative

Lu Wang1, Bizhen Liao2, Huanhuan Yang3

  • 1First Clinical College, Chongqing Medical University, Chongqing, China.

Nursing Open
|November 20, 2022
PubMed
Summary

Nursing undergraduates experienced a blended Obstetrics and Gynaecology course redesigned with the Community of Inquiry framework. Findings reveal mixed adaptation, with some students struggling but most supporting the blended learning model.

Keywords:
community of inquirynursing educationqualitative researchstudentteaching methods

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Area of Science:

  • Nursing Education
  • Educational Technology
  • Pedagogy

Background:

  • Blended learning is increasingly adopted in higher education.
  • The Community of Inquiry (CoI) framework offers a structure for designing effective online and blended learning experiences.
  • Understanding student experiences is crucial for refining blended learning approaches in specialized nursing courses.

Purpose of the Study:

  • To explore nursing undergraduates' experiences with a blended Obstetrics and Gynaecology course.
  • To evaluate the application of the Community of Inquiry framework in redesigning a nursing course.
  • To identify facilitators and barriers to student adaptation in a blended learning environment.

Main Methods:

  • A qualitative descriptive study was conducted.
  • Data were collected from nursing undergraduates after course completion.
  • Focus group interviews and field notes were utilized for data gathering.

Main Results:

  • Three main themes emerged: role promotion, passive and selective learning, and recommendations.
  • Teachers and peers were perceived as facilitators of learning.
  • Challenges included adapting to the blended environment, passive learning habits, and academic pressure, though most students supported the model.

Conclusions:

  • The Community of Inquiry framework can guide the redesign of blended nursing courses.
  • Student support for blended learning is high, but challenges in adaptation need to be addressed.
  • Further research should explore strategies to enhance social and cognitive presence in blended nursing education.