Blended Training Research Articles

The Impact of Training on Electronic Health Records Related Knowledge, Practical Competencies, and Staff Satisfaction: A Pre-Post Intervention Study Among Wellness Center Providers in a Primary Health-Care Facility.

The transition to electronic health records (EHR) has improved the quality of health-care delivery and patient safety. However, poor usability and incongruent workflow may impose a significant burden on documentation and time management, resulting in staff burnout. We aimed to (i) evaluate the effectiveness of personalized EHR training on wellness providers' knowledge and practical competencies, and (ii) assess staff satisfaction regarding the EHR usage post-training. An interventional study was conducted between July 15, 2021, and March 1, 2022, among 14 wellness staff (age: 38 ± 3.9 years; 7 males, 7 females) in the Wellness Center-Rawdat Al-Khail Health Center. Six months of blended training was delivered. The impact of training was assessed using a pre-post survey on the knowledge and practical competencies related to EHR usage. Staff satisfaction was assessed post-training. Majority of respondents had improvement in identifying the advantages of EHR: improve confidentiality of care (pre = 35.7% vs post = 100%, p = 0.001), reduce medical errors (pre = 35.7% vs post = 85.7%, p = 0.02), improve quality of health care (pre = 35.7% vs post = 100%, p = 0.001), and reduce wait time (pre = 42.9% vs post = 85.7%, p = 0.03). Time performing these tasks by massage therapists/receptionists was reduced: viewing/editing ambulatory organizer (pre = 20±0 s vs post = 10±0 s), access PM office (pre = 155±136 s vs post = 10±0 s), selection/access patient chart (pre = 75±30 s vs post = 30±20 s), check-in/out (pre = 120±0 s vs post = 60±0 s), and view/edit massage form (pre = 135±75.5 s vs post = 60±0 s). For gym instructors, time to access ambulatory organizer (pre = 30±0 s vs post = 10±0 s), view/edit the gym form (pre = 101±57 s vs post = 71±36 s), view patients' clinical data (pre = 60±70 s vs post = 10±3 s), and place referral orders (pre = 197±144 vs post = 82±23 s) was reduced. A mean percentage score of 65.4±38.7 indicated very good staff satisfaction. This tailored, hands-on training has been well received and effectively improved wellness staff knowledge, competencies, and satisfaction relative to EHR functionalities.

Como diseñar un modelo de formación semipresencial en el aprendizaje en situaciones de urgencia

We present a guideline to create a simulation model with a blended format launched at the Valdecilla Virtual Hospital during the year 2022. The principle of clinical simulation is explained as well as the new opportunities in blended training. We can indicate that the implementation of the blended course format opens up a future full of possibilities for the use of distance simulation activities as a complement to training and learning activities.

Impacts of adopting a new management practice: Operational Coaching™

PurposeThis article reports the results of a randomized field experiment that tested the effects of a new business intervention among managers of small- and medium-sized enterprises (SMEs) in England.Design/methodology/approachIndividual managers (learners) were randomly assigned in clusters (companies) to either an intervention group (265 learners; 40 SMEs) receiving a novel virtual, blended training program designed to stimulate a change in management behavior or a no-intervention group (118 learners; 22 SMEs).FindingsThe results show that the primary objective of changing management behavior to use more of an Operational Coaching™ style of management has been achieved (to a statistically significant level), and this is against the backdrop of the devastating COVID-19 pandemic. Positive trends in SME productivity metrics were also observed in the intervention group companies.Originality/valueThese important results could be indicative of the economic and productivity impact that a change in management behavior could have, and they warrant serious further investigation.

Multi-Terminal Platform for Blended Training of English Micro-Lectures Under the Trend of Smart Guiding Data and Online Integration

This paper proposes a software development system and method for multi-terminal embedded platform, which effectively integrates the development environment of each terminal embedded platform into a unified platform. The emergence of a large number of micro-lectures has provided a large number of high-quality resources for the classroom teaching practice of the blended teaching mode. Taking the teaching of industrial English courses as an example, this paper conducts practical research on the blended teaching mode based on micro-course resources. Users can easily develop applications based on various platforms without installing various cumbersome development environments and configuring terminal platforms on the local computer. A hybrid teaching mode framework is designed, and an evaluation method is proposed. Teaching practice shows that the use of blended teaching mode enhances the teaching effect, and it is worth popularizing in the basic computer courses of colleges and universities.

O.17.4 - Evaluation of a blended training programme for professionals in hospital-based palliative care: Presenter(s): Janneke Noordman, Nivel, Netherlands

O.17.4 - Evaluation of a blended training programme for professionals in hospital-based palliative care: Presenter(s): Janneke Noordman, Nivel, Netherlands

A study of the effects of blended learning on university students' critical thinking: A systematic review.

One of the basic, constructive needs of humans, which plays a major part in their development is critical thinking. As education is one of the factors in shaping individuals' critical thinking, the present study addresses the effects of blended learning and its subcategories on university students' critical thinking (and its subcategories). The present article is a review study. Data were collected using valid search engines and databases. The keywords which were used included blended learning, integrated learning, blended training, integrated training, critical thinking, critical thinking disposition, and critical thinking skills, as well as the subcategories of blended learning, that is, the flex model, the self-blended model, the enriched virtual model, and the rotation model and its subcategories (the station rotation model, the lab rotation model, the flipped classroom model, and the individual rotation model). The results of 14 sources, out of the selected 15 sources, showed that blended learning and its subcategories, that is, the flex model, the self-blended model, the enriched virtual model, and the rotation model and its subcategories contribute to university students' critical thinking of disposition and skill. One of the essential skills which must be given more serious attention in learning in the twenty-first century is critical thinking. Having the benefits of both lecturing and e-learning, blended learning is a more effective and practical method for promoting critical thinking in university students.

Design, Implement, and Evaluate a Short-term Blended Training Program on Nursing Students' Disaster Response Self-efficacy in Iran.

This study aimed to design, implement, and evaluate a training program on nursing students' disaster response self-efficacy. This study was conducted using a pre-test, post-test, and follow up design. A total of 92 nursing students participated in the study. The developed program was implemented both theoretically (online) and practically (in person). Nursing students' disaster response self-efficacy was measured using the Disaster Response Self-Efficacy Scale that was filled out 1 week before the intervention, and 2 months after the intervention by the students. The students' satisfaction with the program and their views on the program were also surveyed. Overall score and all items score had significant improvement in short-, and long-term except in 1 item (item 22). The highest increase in score was related to practical items and referral for psychiatric treatment (items 7, 8, 10, and 18) and the lowest increase was related to communication and ethical skill items (items 20, 21, and 22). It is possible that the students had a higher perception of communication and ethical skills even before the training. Most of the students were satisfied with the program. A training intervention that can provide theoretical materials online, as well as face-to-face practical programs, can increase nursing students' disaster response self-efficacy.

Blended learning and simulation in nursing education: A quasi-experimental study on a nursing institute.

The nursing module teaches basic nursing principles and procedures to undergraduate nursing students. This course is important for the acquisition of procedural and psychomotor skills. The aim of the present study is to evaluate the influence of blended training on the acquisition of practical skills related to gastric insertion tubes. A quasi-experimental study was undertaken, containing three groups: The blended group benefited from e-learning, followed by simulation), while the two groups benefited from theoretical teaching and procedural simulation. Then, the degrees of acquisition of declarative and procedural knowledge and the time of completion were measured. The declarative knowledge grade was higher in the Simulation (16.07) and Blended (15.21) groups than in the Traditional Group (11.66), with a statistically significant difference (P < 0.001). The results also showed a statistically significant difference between the procedural knowledge grades of the three groups (P < 0.001). A statistically significant correlation was detected between declarative and procedural knowledge scores (r = 0.58, P < 0.001) and a negative correlation between procedural knowledge and the time of completion (r = -0.422, P < 0.001). The results of this experimentation confirm the positive effect of the blended learning approach on the acquisition of declarative and procedural knowledge as well as the time management allocated to teaching.

Evaluation of the effectiveness of a training programme for nurses regarding augmentative and alternative communication with intubated patients using Kirkpatrick's model: A pilot study.

Communicating with conscious intubated patients who are unable to communicate verbally is one of the challenges faced by intensive care unit (ICU) nurses. The present study was conducted to evaluate the effectiveness of a training programme for nurses regarding augmentative and alternative communication (AAC) with intubated patients using Kirkpatrick's model. This study had a one-group, before-after, quasi-experimental design. Totally, 45 nurses working in ICUs participated in a blended training programme using AAC strategies to communicate with intubated patients. Their contribution was evaluated based on Kirkpatrick's model at four levels. The study data were collected using the "satisfaction and ease questionnaire," "observation checklist" and "communication knowledge test." Then, the data were analysed using the SPSS 22 software and p < 0.05 was considered statistically significant. Most participants were satisfied with the implementation of the programme. The nurses' mean score of communication knowledge increased after the intervention (p < 0.05). The results of evaluation of the third and fourth levels of Kirkpatrick's model also showed an increase in the success of communication, use of AAC, and satisfaction with and ease of communication (p < 0.001). Short-term and long-term effects of the blended training programme about AAC were investigated using Kirkpatrick's model. The results indicated the positive effect of the programme on the quality of the nurses' communication with intubated patients, their understanding of the patients' messages and meeting the patients' needs at a more desirable level. Thus, nurses and other staff are recommended to use this simple method of communication with patients to provide better services. In addition, further quantitative and qualitative studies are suggested to assess these communication strategies in other patients with impaired consciousness.

Effectiveness of blended versus fully digital training in primary care psychiatry: A retrospective comparison from India.

We compared effectiveness of blended mode (consisting of traditional classroom teaching and e-learning sessions) and fully digital mode (e-learning sessions alone) of primary care psychiatry training for primary care doctors in Chhattisgarh. We retrospectively compared the engagement in training, knowledge (K), attitude (A), and practice (P) in primary care psychiatry, and patient identification by primary care doctors (n = 941) from Chhattisgarh region who underwent training through either blended training mode (n = 546) or fully digital training mode (n = 395) for 16 h each, using Clinical Schedules for Primary Care Psychiatry based modules between June 2019 and November 2020 with a tertiary care center (NIMHANS, Bengaluru) as hub. The Statistical Package for the Social Sciences version 27 was used to analyze the data. Continuous variables were analyzed using the independent samples t-test, and discrete variables were analyzed using the Chi-square test. A repeated measures analysis of variance (ANOVA) (two-way mixed design) was used to see the interaction of training type and time of pre- and post-KAP measurement while controlling for years of experience. The number of patients identified by both training groups over 8 months was also compared using the repeated measures ANOVA (two-way mixed design). Engagement inferred by the number of participants completing pre-KAP forms (75%), post-KAP forms (43%), post-session assessments (37- 47%), case presentation (33.9%), and certification (32.1%) was better in the blended group (P < 0.05). The mean gain in KAP scores was significantly higher in the blended group controlling for the years of experience as primary care doctor (PCD) (F = 30.36, P < 0.001). PCDs in the blended training group consistently identified a higher number of patients with mental illness over 8 months of follow-up (F = 6.21, P < 0.001). The blended mode yielded better results in primary care psychiatry training compared to fully digital mode. In-person interactions while provided for a very brief proportion of the training seem to have an unmistakable imprint on the outcomes and seem critical for better consolidation and assimilation of information, which translates into better practice.

EXPERIENCE OF TRAINING SOCIAL WORKERS IN THE CONDITIONS OF BLENDED LEARNING

The article is devoted to the problems of using a blended training scheme in the process of training future social workers studying for a master degree. The article analyzes the views of domestic and foreign scientists regarding blended training. This form of training is implemented for use in the Classroom. Practical experience in the implementation of mixed learning in classes from the course «Innovative methods of social work», developed for masters ‒ future managers of the social sphere, is presented. The urgency of the problem under consideration becomes especially important in critical situations that have arisen in our country in connection with quarantine restrictions and martial law. The article considers the possibilities of using computer technologies in the educational process in parallel with the traditional form of education. Advantages and disadvantages of a mixed form of education are considered. The purpose of the article is to present the practical experience of implementing blended learning in classes in the training of future social workers, taking into account its advantages. To achieve the goal, such research methods as analysis, structuring, synthesis, systematization, comparison and generalization of basic theoretical concepts of scientific literature on research problems are used. We also apllied observation of the pedagogical process, pedagogical experiment, survey and mathematical processing of research results. The innovative result of the introduction of a mixed form of education into the initial process is the formation of a new model of the organization of education, which requires a complete revision of the content and methodology of education.

Training health professionals in infodemic management to mitigate the harm caused by infodemics

Abstract Background Due to their multifaceted impacts on health and society, understanding and controlling infodemics to support uptake of vaccines, public health and social measures, treatments, and health behaviours is rapidly becoming a priority for many health authorities. WHO has developed a comprehensive training programme to support health professionals in the new field of expertise of managing infodemics. Objectives The WHO infodemic management multiformat and transdisciplinary training program builds the skills and knowledge needed to prepare for and respond to infodemics. The trainings are built on WHO competency framework for building an infodemic response workforce. The methodology used relies on human-centred and emotional design evidence and practice and uses evaluation for continuous learning design improvement. Results Since November 2020, three WHO global trainings organized online with US Centers for Disease Control and Prevention, UNICEF and other partners, including four-week-long simulation exercises, creating a network of 772 infodemic managers in 133 countries. A “train-the-trainers” companion package was prepared and by April 2022 delivered in Iran and Malaysia. Deep dive training modules on specialist infodemic management practice topics have been prepared for use at country level. In addition, a comprehensive set of self-paced free online courses enhances infodemic literacy and resilience to misinformation. Between December 2021 and April 2022, the OpenWHO Infodemic Management 101 course reached over 17 000 enrolments. The training programme will be updated based on evaluations, the feedback from field responders and the updated to the WHO competency framework for infodemic management workforce. Conclusions The WHO multiformat blended training program allows an efficient and rapid dissemination of infodemic management skills and knowledge. Key messages • A global network of trained infodemic managers is ready to support national preparedness and response planning. • Skills and knowledge in infodemic management are accessible to all thanks to free online courses.

The Effect of Ambient Temperature On Device Classification Based On Radio Frequency Fingerprint Recognition

Physical layer authentication is an important technique for cybersecurity, especially in military scenarios. Device classification using radio frequency fingerprinting, which is based on recognizing device-unique characteristics of the transient waveform observed at the beginning of a transmission from a radio device, is a promising method in this context. In this study, the effect of the ambient temperature on the performance of radio device classification based on RF fingerprinting is investigated. The waveforms of the transient regions of the transmissions are recorded as images, and ResNet50 and InceptionV3 networks for image classification are used to determine the radio devices. The radio devices used in the study belong to the same brand, model, and production date, making the problem more difficult than classifying radio devices of different brands or models. Our results show that high levels of accuracy can be attained using convolutional neural network models such as ResNet50 and InceptionV3 when the test data and the training data are collected at the same temperature, whereas performance suffers when the test data and the training data belong to different temperature values. We provide the performance figures of a blended training model that uses training data taken at various temperature values. A comparison of the two networks is also provided.

‘A basic understanding’; evaluation of a blended training programme for healthcare providers in hospital-based palliative care to improve communication with patients with limited health literacy

BackgroundThe non-curative setting makes communication and shared decision-making in palliative care extremely demanding. This is even more so for patients with limited health literacy. So far, research in palliative care focusing on shared decision-making with patients with limited health literacy is lacking. Recent research from our team indicates that the assessment of these patients’ understanding of their situation and the implementation of shared decision-making in palliative care, needs improvement.MethodsTo improve communication and decision-making, especially with patients with limited health literacy, we developed and evaluated a blended training programme for healthcare providers. The training programme comprised of an e-learning and a team training. The evaluation was performed by 1. conducting interviews (n = 15) focused on evaluating the whole programme and, 2. coding video-recorded outpatient consultations on the extent to which providers involved patients in decision-making before (n = 19) and after (n = 20) the intervention, using the 5-item OPTION coding instrument.ResultsThe interviews showed that healthcare providers valued the skills they had learned during the e-learning and team training. Providers specifically valued the teach-back technique, learned to use simpler wording and felt better able to recognize patients with limited health literacy. Many providers reported a change in communication behaviour as a consequence of the training programme. Suggestions for improvement for both e-learning and training were, amongst others, a follow-up team training course and a new scenarios for the e-learning about discussing palliative care. For both the pre- and the post-measurement, involving patients in decision-making lies between a minimal and a moderate effort; differences were not significant.ConclusionsThe e-learning and team training were valued positively by the healthcare providers. Adaptations to the e-learning have been made after evaluation. The e-learning has been implemented in several hospitals and medical education. To improve shared decision-making in practice a more sustained effort is needed.

Neurosurgery resident training using blended learning concepts: course development and participant evaluation.

Restrictions on working time and healthcare expenditures, as well as increasing subspecialization with caseload requirements per surgeon and increased quality-of-care expectations, provide limited opportunities for surgical residents to be trained in the operating room. Yet, surgical training requires goal-oriented and focused practice. As a result, training simulators are increasingly utilized. The authors designed a two-step blended course consisting of a personalized adaptive electronic learning (e-learning) module followed by simulator training. This paper reports on course development and the evaluation by the first participants. Adaptive e-learning was curated by learning engineers based on theoretical information provided by clinicians (subject matter experts). A lumbar spine model for image-guided spinal injections was used for the simulator training. Residents were assigned to the e-learning module first; after its completion, they participated in the simulator training. Performance data were recorded for each participant's e-learning module, which was necessary to personalize the learning experience to each individual's knowledge and needs. Simulator training was organized in small groups with a 1-to-4 instructor-to-participant ratio. Structured assessments were undertaken, adapted from the Student Evaluation of Educational Quality. The adaptive e-learning module was curated, reviewed, and approved within 10 weeks. Eight participants have taken the course to date. The overall rating of the course is very good (4.8/5). Adaptive e-learning is well received compared with other e-learning types (8/10), but scores lower regarding usefulness, efficiency, and fun compared with the simulator training, despite improved conscious competency (32.6% ± 15.1%) and decreased subconscious incompetency (22.8% ± 10.2%). The subjective skill level improved by 20%. Asked about the estimated impact of the course, participants indicated that they had either learned something new that they plan to use in their practice (71.4%) or felt reassured in their practice (28.6%). The development of a blended training course combining adaptive e-learning and simulator training in a rapid manner is feasible and leads to improved skills. Simulator training is rated more valuable by surgical trainees than theoretical e-learning; the impact of this type of training on patient care needs to be further investigated.

Effectiveness of a training intervention to improve the management of vertigo in primary care: a multicentre cluster-randomised trial, VERTAP

BackgroundBenign paroxysmal positional vertigo (BPPV) is the most common type of vertigo. While BPPV is best treated with canalicular repositioning manoeuvres, they are not routinely performed in primary care (PC).MethodsTo evaluate the effectiveness of blended training (online and face-to-face) on the diagnosis and management of vertigo to improve adherence of family doctors to clinical practice guidelines, we designed a community multicentre cluster-randomised open-label trial with an intervention (IG) and a control (GC) group of 10 primary care teams (PCT) each. Outcome variables will be ICD-10 diagnostic codes (proportion of nonspecific diagnoses such as dizziness and vertigo versus specific diagnoses such as BPPV, vestibular neuritis, and Menière’s disease); number of referrals to ENT or neurology specialists; prescription of antivertigo agents; and duration of sick leave due to vertigo. The baseline comparability of the two study groups will be analysed to ensure homogeneity. A description of all baseline variables will be performed. Student’s t-test will be used to evaluate the differences between the groups. Logistic regression multivariate analysis will be performed to study the relationship between baseline variables of professionals and centres with outcome variables.DiscussionWith the improvement of the diagnosis and management of vertigo by family doctors after this training, we expect an increase in the proportion of specific diagnoses, a decrease in the prescription of antivertigo agents, a decrease in referrals to ENT or neurology specialists and a reduction in the duration of sick leave due to temporary disability. The blended training will be easily expanded within primary care services, since it is mainly delivered online, with a single face-to-face session to ensure that the manoeuvres have been adequately learned.Trial registrationClinicalTrials.govNCT04929444. Registered June 18, 2021. This protocol has been approved by the Ethics Committee of the Institut Universitari d’Investigació en Atenció Primària Jordi Gol (IDIAP Jordi Gol) with the code 20/004-P. All patient data will be anonymised in agreement with the 2016/679 European Regulation.

A practical analysis of blended training efficacy on organizational outcomes

PurposeThe purpose of this paper is to contribute to the literature of blended learning by practically implementing best practices in employee training.Design/methodology/approachIn response to the Covid-19 pandemic, an organization had modified its training procedures over the course of three years to improve employee and organizational outcomes. Employee candidates who were onboarded into sales positions during the years 2019–2021 were given the opportunity to learn the content in an online format and subsequently evaluated prior to their in-person training and final evaluation to provide them with a self-paced blended learning experience. Both evaluation scores, along with the length it took to complete the trainings, were used to determine the trainings effectiveness and efficiency respectively.FindingsThe findings for the study showed that the organization was successfully able to improve upon the efficiency of the training by reducing training length and the effectiveness by improving employee outcomes.Research limitations/implicationsThe study’s design was limited to the probation process, which resulted in issues drawing conclusions for employee outcomes that were relevant to their long-term organizational success. This emphasizes the importance of comprehensive investigations for future practical studies.Practical implicationsThe findings allow for the improvement of blended learning models within real-world organizational contexts that provide organizations with the opportunity to improve employee outcomes while reducing time costs.Originality/valueThis study provides data from applied blended learning procedures that were validated using empirical findings, which contributes to the practicality of blended learning in workplace training.

Problem-Based Blended Training via Chatbot to Enhance the Problem-Solving Skill in the Workplace

Problem-solving skill is one of the soft skills that has become essential for employees in various organizations. Training model and educational technology were considered key success factors in delivering knowledge for personnel in the workplace to develop this skill. Problem-Based Learning (PBL) is a key driver for learning activities, which has been increasingly adopted for workplace training and has proven to be one of the best approaches to helping learners improve their problem-solving skills in the organization. Hence, this research aims to synthesize problem-based blended training via chatbot to enhance problem-solving skills in the workplace. Literature review, document analysis, and focus group technique were used as the main procedures for the first phase of model synthesis. The effectiveness of the training model was examined in the second phase by applying it to 20 employees of the flexible lamination manufacturers in Thailand from purposive sampling. The training was held for four weeks and examined with a problem-solving skill test. In addition, a follow-up test has been conducted to monitor retention skills after a four-week training period. Data analysis used the repeated-measures ANOVA test with normality and homogeneity as a prerequisite test. This study shows that the problem-based blended training model via chatbot to enhance problem-solving skills in the workplace comprises six main steps: (1) Group identification; (2) Problem identification; (3) Idea creation; (4) Learning; (5) Implementation; (6) Evaluation. The results on the implemented training model showed that problem-solving skills after training were significantly higher than those before training, and the retention of skill remained higher than that before training and did not significantly change after finishing training at a statistical significance of 0.5. As a result, the developed model is highly appropriate for implementation, particularly because the chatbot platform is involved in almost every step of this training model to accommodate learners who can easily access the training platform, repeat the training content, and feel motivated to explore new information to improve their problem-solving skills. In a post-COVID-19 period with distancing required in the workplace, this model is applicable to deliver efficiency in workplace training. Doi: 10.28991/ESJ-2022-SIED-01 Full Text: PDF

Community nurses’ perspectives on a novel blended training approach: a qualitative study

BackgroundTransiting into the community setting often presents novel difficulties for nurses because the role demands skills that might not have been obtained through usual clinical experience or training. The Ageing-in-Place Community Care Team (AIP-CCT) Community Nurse Basic Training programme was developed to address this learning gap. This training programme prepares nurses to lead in a multi-disciplinary team in delivering patient-centred care to patients with progressive or life-limiting conditions in the community setting. This study evaluated the inaugural training programme provided to a group of nurses from an acute hospital in Singapore.MethodsQualitative in-depth interviews were carried out with 13 participants from the training programme three-months after completion of the AIP-CCT Community Nurse Basic Training programme provided by an acute hospital to understand the programme’s impact on their knowledge, skills and clinical practice, as well as barriers and facilitators to learning.ResultsOverall, perception towards the training course was mixed. Course content was found to be relevant, and participants reported that training led to improvement in their practice. However, experienced nurses felt that the content of some modules were lacking in depth. This could have explained why only junior nurses tended to hold favourable attitudes and felt that the training led to increase in their confidence level. Although medical content was assessed favourably, the course was not able to address some of the constraints faced by community nurses such as managing expectations and handling difficult patients in the home care setting. For some modules, face-to-face training was preferred and e-learning components can be improved to increase communication and interaction.ConclusionThis study provided insights into how a community nurse training programme could be developed to meet the needs of community nurses. The training was able to reinforce skills and knowledge, address knowledge gaps and provide new clinical care approaches and communication strategies. These incremental effects on experienced community nurses could be extrapolated to have greater benefits for inexperienced community nurses. Based on findings of the study, potential changes to the training programme were discussed to improve training outcomes.

Diseño instruccional ADDIE y tecnología emergente en educación superior para el aprendizaje del idioma inglés en época de pandemia

This work is an investigation with a mixed approach in which the results obtained in a blended training experience in an autonomous institution in Valle del Fuerte, in the State of Sinaloa, Mexico, are exposed. The study is supported by the use of technologies, a successful case of the innovative, quality, techno-pedagogical instructional model used in various prestigious universities called ADDIE, carried out in new students of the Bachelor of International Business Relations in the subject of English I. The instructional model was implemented to improve the traditional way of generating knowledge in the classroom, with the support of a virtual learning environment to satisfy the need for communication and teacher-student interaction and improve learning processes and results. The quasi-experimental research design was used, in two groups, one experimental and the other control, to know the possible implications on the academic performance of the students who participated in the experience. For the review of the sample, the F test was established to determine the asymmetry in the data or the type of distribution, the statistical test applied to carry out the analysis was determined by means of the Mann and Whitney U test to obtain the P -value. Regarding the dimension of integrating knowledge and the degree of statistical significance, 95% was considered, with a margin of error of 5%, yielding a result = 0.02267 clearly lower than the assumed error, stating that there is a significant difference after the application of instructional design. The conclusions are presented and based on these, recommendations are made based on the results of this research.