A blended approach using e-learning to develop the clinical skill of aseptic technique

Abstract

Background: Blended learning has gained prominence as a potential way of overcoming the recognised limitations of e-learning. Evidence regarding blended learning is increasing, but more needs to be known about its use in clinical education for skills such as aseptic technique and how students utilise and perceive e-learning as part of a blended approach. Aims: This study aimed to explore first year nursing students’ perceptions, patterns of use and the influence on skill development of an e-learning resource when used to supplement traditional methods to teach aseptic technique. Design: A descriptive survey design was employed and data were collected using three methods: web server log data, a questionnaire and results from an Objective Structured Clinical Examination (OSCE). Setting: A convenience sample (n = 187) of full-time first year nursing students enrolled in preregistration programmes at a university in London were recruited. Results: Complete data sets were analysed from 157 participants. Findings revealed that students who used the e-learning resource valued it for revision purposes and to reinforce key concepts. It was also viewed positively regarding flexibility and independent learning. The feature most accessed was the video demonstrating the skill. Most participants valued traditional modes of learning and indicated that they did not want e-learning to replace face-to-face classes. Conclusion: Although limited by potential volunteer bias, findings from this study provide valuable insights into ways in which blended learning can be used to acquire the skill of aseptic technique and identify which learning resources students find most useful. In doing this it highlights key areas which must be considered by academics when developing e-learning materials within a blended learning strategy.