Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: A quasi-experimental study

Abstract

BackgroundBlended 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. ObjectivesTo investigate outcomes of self-efficacy, knowledge and perceptions related to the implementation of a newly blended course. DesignThis was a quasi-experimental pre-post test design. SettingThis study was conducted at an undergraduate university in Alberta, Canada. ParticipantsA total of 217 second-year undergraduate nursing students participated and 187 participants completed all study components. MethodsA 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). ResultsThere 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. ConclusionBlended 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.