Abstract
learning clinical reasoning skills in nursing education is a challenge for teachers and students. This study investigated the effects of a blended learning program on the acquisition of clinical reasoning skills via a blood transfusion course. The study employed a two group randomised controlled design with an experimental group (group 1, 16 students) and a control group (group 2, 16 students) recruited from a population of second-year nursing students at the Mohamed VI University of Health Sciences in Casablanca, Morocco, during the 2018–2019 academic year. The experimental group received blended instruction, while the control group received traditional classroom instruction over four sessions. One month after the experiment, a post-test was conducted with both groups using 'key-feature questions' that included four clinical situations and 30 questions. The mean scores of the two groups were compared to assess the degree of acquisition of clinical reasoning skills. The mean post-test score was significantly higher in the experimental group than the control group (the p-value of the Mann-Whitney Test is less than 0.05). Moreover, a statistically significant correlation was detected between students' clinical reasoning scores and their theoretical examination marks. These results suggest that blended learning is useful for enhancing the clinical reasoning skills of nursing students, at least in the short term. Thus, it seems appropriate to develop more blended courses and integrate this approach into nursing education programs.
Highlights
Clinical reasoning (CR) is fundamental in nursing practice
The present study aims to assess the effects of a blended learning (BL) blood transfusion course on the acquisition of CR skills among nursing students
This study examined the effects of a BL approach on the acquisition of CR skills related to blood transfusion by comparing two groups of nursing students
Summary
Clinical reasoning (CR) is fundamental in nursing practice It is considered one of the three components of professional competence, distinct from declarative knowledge and procedural skills. Developing CR skills requires prior mastery of theoretical knowledge and the essential ability to mobilize it in specific clinical situations. This represents a major source of difficulty for students [2]. The complexity of health problems and the limited time available for the various courses do not favour the use of these methods. Given these constraints, blended learning (BL) has great potential in nursing education
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