Impact of blended teaching on academic achievement and well-being in operating room students: a semi-experimental study

Abstract

BackgroundVarious virtual education methods, in addition to encouraging student-centered learning, positively impact the development of personal capabilities and improvement of students’ personality growth, especially when e-learning is combined with traditional education.AimThe present study is a semi-experimental study that Impact of Blended Teaching on Academic Achievement and Well-being in Operating Room Students.MethodsThis semi-experimental study, conducted over one academic semester, involved pre-test and post-test assessments with 44 operating room students in two university centers. Participants were selected through a census method and assigned to control and intervention groups. Data collection tools included the Hermance’s Academic Achievement and Hein’s Academic Well-being questionnaires.ResultsThe results of this study indicated a statistically significant difference in the level of well-being before and after the intervention, demonstrating a significant improvement in well-being in the Blended Teaching group after the intervention (P < 0.01). Independent t-tests showed no statistically significant difference in the mean score of academic achievement between the two groups after the intervention.ConclusionBased on the results of this study, blended teaching led to an increase in academic well-being in undergraduate students. To improve the level of academic well-being of students, educational policy makers should consider ways to educate students about new educational approaches. Prioritizing strategies in using educational methods may enhance academic well-being and leading to positive educational outcomes and fostering qualified and competent care in the nursing profession. Teaching clinical skills needs repetition, daily practice and continuous use to be internalized and become a habit. It may be that due to the short period of time and the absence of the first-semester students in clinical courses and fields, the level of academic achievement of the students did not show any particular change. It is suggested that more studies be conducted on comparing the use of this method with other self-centered and active training methods with a larger sample size.