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Jowsey T, Foster G, Cooper-Ioelu P, Jacobs S. Blended learning via distance in pre-registration nursing education: A scoping review. Nurse Educ Pract 2020; 44:102775. [PMID: 32247200 PMCID: PMC7195119 DOI: 10.1016/j.nepr.2020.102775] [Citation(s) in RCA: 103] [Impact Index Per Article: 25.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2018] [Revised: 01/15/2020] [Accepted: 03/16/2020] [Indexed: 10/25/2022]
Abstract
Prior to the Covid-19 global pandemic, we reviewed literature and identified comprehensive evidence of the efficacy of blended learning for pre-registration nursing students who learn across distances and/or via satellite campuses. Following a methodological framework, a scoping literature review was undertaken. We searched six databases (EBSCOHOST (CINHAL plus; Education research Complete; Australia/New Zealand Reference Centre); Google Scholar; EMBASE (Ovid) [ERIC (Ovid); Medline (Ovid)]; PubMed: ProQuest Education Journals & ProQuest Nursing & Allied Health Source) for the period 2005-December 2015. Critical appraisal for critiquing qualitative and quantitative studies was undertaken, as was a thematic analysis. Twenty-eight articles were included for review, which reported nursing research (n = 23) and student experiences of blended learning in higher education (n = 5). Four key themes were identified in the literature: active learning, technological barriers, support, and communication. The results suggest that when delivered purposefully, blended learning can positively influence and impact on the achievements of students, especially when utilised to manage and support distance education. Further research is needed about satellite campuses with student nurses, to assist with the development of future educational practice.
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Affiliation(s)
- Tanisha Jowsey
- Centre for Medical and Health Sciences Education, The University of Auckland, Private Bag 92019, Auckland, 1142, New Zealand.
| | - Gail Foster
- School of Nursing, Otago Polytechnic, Private Bag 1910, Dunedin, 9016, New Zealand.
| | - Pauline Cooper-Ioelu
- Learning Technology Unit, Faculty of Medical and Health Sciences, The University of Auckland, Private Bag 92019, Auckland, 1142, New Zealand.
| | - Stephen Jacobs
- School of Nursing, Faculty of Medical and Health Sciences, The University of Auckland, Private Bag 92019, Auckland, 1142, New Zealand.
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Álvarez-Nieto C, Richardson J, Parra-Anguita G, Linares-Abad M, Huss N, Grande-Gascón ML, Grose J, Huynen M, López-Medina IM. Developing digital educational materials for nursing and sustainability: The results of an observational study. NURSE EDUCATION TODAY 2018; 60:139-146. [PMID: 29121552 DOI: 10.1016/j.nedt.2017.10.008] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/03/2017] [Revised: 09/22/2017] [Accepted: 10/24/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND There is limited European literature on nursing and sustainability; nursing students are poorly prepared on the connections between resources, climate change, sustainability, and health, so they must acquire knowledge and develop skills and competencies in this field. The use of digital technologies and teaching via E-learning has grown, and has been widely adopted as a learning method for nursing. OBJECTIVES The aim of the current study was to test and evaluate digital educational materials on environmental sustainability and health, in the context of university nursing education in different European countries. DESIGN An observational cross-sectional design. SETTINGS University of Plymouth, University of Jaén, and University of Esslingen for Nursing Degree Studies. PARTICIPANTS 299 nursing students: 161 students from University of Jaén; 106 from Plymouth; and 32 from Esslingen. 22 professional evaluators with different profiles were recruited: Teachers, Clinical professionals, Delphi Experts, and Technical Experts. METHODS We conducted a piloting and validation process. The materials were designed and adapted to the NurSusTOOLKIT Sustainability Literacy and Competency framework. Evaluation was developed by professionals and students. We used the Spanish Standard for the assessment of Digital Educational Material Quality at University level questionnaire. All students provided informed consent prior to taking part in the learning and evaluation. RESULTS The overall evaluations of materials by students and professionals were 7.98±1.28 and 8.50±1.17, respectively. The Ability to generate learning was scored higher among students (mean difference: 0.84; 0.22-1.47; p=0.008). In the overall assessment by students, statistically significant differences were found between the three universities (Welch: 11.69, p<0.001). CONCLUSIONS Students, professionals, and technical experts considered the materials to be very good quality, especially regarding the quality of contents, format, and design. For students, these materials can generate reflection and learning regarding environmental and health issues during nursing training.
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Affiliation(s)
- Carmen Álvarez-Nieto
- Department of Nursing, Faculty of Health Sciences Institution, University of Jaén, Edif. B3, Campus Las Lagunillas, s/n, 23071 Jaén, Spain.
| | - Janet Richardson
- Faculty of Health and Human Sciences, Plymouth University, 8 Portland Villas, Drake Circus, Plymouth PL4 8AA, UK.
| | - Gema Parra-Anguita
- Department of Animal, Plant Biology & Ecology, Faculty of Experimental Sciences Institution, University of Jaén, Edif. B3, Campus Las Lagunillas, s/n, 23071 Jaén, Spain.
| | - Manuel Linares-Abad
- Department of Nursing, Faculty of Health Sciences Institution, University of Jaén, Edif. B3, Campus Las Lagunillas, s/n, 23071 Jaén, Spain.
| | - Norma Huss
- Faculty of Social Work, Health Care and Nursing Sciences, Hochschule Esslingen - University of Applied Sciences, Flandernstr. 101, 73732 Esslingen, Germany.
| | - M Luisa Grande-Gascón
- Department of Nursing, Faculty of Health Sciences Institution, University of Jaén, Edif. B3, Campus Las Lagunillas, s/n, 23071 Jaén, Spain.
| | - Jane Grose
- Faculty of Health and Human Sciences, Plymouth University, 8 Portland Villas, Drake Circus, Plymouth PL4 8AA, UK.
| | - Maud Huynen
- Universiteit Maastricht, Minderbroedersberg 4-6, 616, 6200 MD Maastricht, The Netherlands.
| | - Isabel M López-Medina
- Department of Nursing, Faculty of Health Sciences Institution, University of Jaén, Edif. B3, Campus Las Lagunillas, s/n, 23071 Jaén, Spain.
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Phillips BN, Turnbull BJ, He FX. Assessing readiness for self-directed learning within a non-traditional nursing cohort. NURSE EDUCATION TODAY 2015; 35:e1-7. [PMID: 25620290 DOI: 10.1016/j.nedt.2014.12.003] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2014] [Revised: 11/27/2014] [Accepted: 12/03/2014] [Indexed: 05/23/2023]
Abstract
Increasing deregulation of the Australian tertiary system has led to changes in entry behaviours anticipated in non-traditional student cohorts. Many nursing students are returning to formal studies later in their lives seeking a career change. Accessibility and flexible study paths make external study increasingly attractive. However external studies require a level of commitment and willingness to develop self-direction and a capacity for resilience. This study sought to elicit the level of self-directed learning readiness (SDLR) among undergraduate nursing students currently enrolled at a bachelor level, and to elicit what differences existed in the levels of SDLR in relation to age, gender, academic year, and previous qualifications. An online survey questionnaire was utilised based on the Self-directed Learning Readiness Scale for Nursing Education. In contrast to earlier work, the participant profile in this study was predominantly non-traditional and captured participants from all three years of the nursing programme. Results found no significant age or gender differences. First year students demonstrated lower levels of self-directed learning readiness. However, unexpected results were demonstrated in the survey subscales in relation to previous qualifications. Participants who already held post-graduate qualifications showed lower scores for Self-Management than those who held diploma qualifications, while students who already held a bachelor's degree had the highest scores in Desire for Learning. The study findings suggest that universities should not assume that SDL capability is dependent on mature age or length of exposure to tertiary study.
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Button D, Harrington A, Belan I. E-learning & information communication technology (ICT) in nursing education: A review of the literature. NURSE EDUCATION TODAY 2014; 34:1311-23. [PMID: 23786869 DOI: 10.1016/j.nedt.2013.05.002] [Citation(s) in RCA: 99] [Impact Index Per Article: 9.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/04/2013] [Revised: 04/27/2013] [Accepted: 05/02/2013] [Indexed: 05/06/2023]
Abstract
OBJECTIVES To examine primary research articles published between January 2001 and December 2012 that focused on the issues for students and educators involved with E-learning in preregistration nursing programs. The literature was systematically reviewed, critically appraised and thematically analyzed. BACKGROUND E-learning is arguably the most significant change to occur in nursing education since the move from hospital training to the tertiary sector. Differences in computer and information literacy for both students and educators influence the success of implementation of E-learning into current curricula. DATA SOURCES Online databases including CINAHL, MEDLINE, OVID, the ProQuest Central, PubMed, ERIC and Science Direct were used. METHODS The criteria used for selecting studies reviewed were: primary focus on electronic learning and issues faced by nursing students and/or nurse educators from undergraduate preregistration nursing programs; all articles had to be primary research studies, published in English in peer reviewed journals between January 2001 and December 2012. RESULTS Analysis of the 28 reviewed studies revealed the following three themes: issues relating to E-learning for students; use of information technologies; educator (faculty) issues involving pedagogy, workload and staff development in E-learning and associated technology. CONCLUSION The review highlighted that commencing preregistration nursing students required ongoing education and support surrounding nursing informatics. This support would enable students to progress and be equipped with the life-long learning skills required to provide safe evidence based care. The review also identified the increased time and skill demands placed on nurse educators to adapt their current education methodologies and teaching strategies to incorporate E-learning.
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Affiliation(s)
- Didy Button
- Flinders University Faculty of Health Sciences, School of Nursing and Midwifery, Academic Staff, Sturt Building, Bedford Park, Adelaide, South Australia, Australia.
| | - Ann Harrington
- Flinders University Faculty of Health Sciences, School of Nursing and Midwifery, Academic Staff, Sturt Building, Bedford Park, Adelaide, South Australia, Australia.
| | - Ingrid Belan
- Flinders University Faculty of Health Sciences, School of Nursing and Midwifery, Academic Staff, Sturt Building, Bedford Park, Adelaide, South Australia, Australia.
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Johnston AN, Massa H, Burne TH. Digital lecture recording: A cautionary tale. Nurse Educ Pract 2013; 13:40-7. [DOI: 10.1016/j.nepr.2012.07.004] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2011] [Revised: 06/05/2012] [Accepted: 07/08/2012] [Indexed: 10/28/2022]
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Gerdprasert S, Pruksacheva T, Panijpan B, Ruenwongsa P. An interactive web-based learning unit to facilitate and improve intrapartum nursing care of nursing students. NURSE EDUCATION TODAY 2011; 31:531-5. [PMID: 21078535 DOI: 10.1016/j.nedt.2010.10.008] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/08/2010] [Revised: 08/25/2010] [Accepted: 10/01/2010] [Indexed: 05/16/2023]
Abstract
First clinical exposures are stressful situations for nursing students, especially, when practicing on the labour ward. The purpose of this study was to develop intrapartum nursing care web-based learning to facilitate students' acquisition of conceptual knowledge and performance skills. This web-based learning unit integrated the 5E-model and information technology with the lecture content. Eighty four nursing students were recruited in the study. The control group received traditional teaching, while the experimental group was supplemented with the web-based learning unit on intrapartum nursing care. The results showed that the students in the experimental group had significant higher scores in conceptual knowledge and performance skill. The students also had significant lower scores in ignorance - related stress when compared to those of the control group. The students supplemented with the web-based course showed a strong positive attitude toward the new learning method.
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Nyamathi AM, Casillas A, King ML, Gresham L, Pierce E, Farb D, Wiechmann C, Weichmann C. Computerized bioterrorism education and training for nurses on bioterrorism attack agents. J Contin Educ Nurs 2010; 41:375-84. [PMID: 20506932 DOI: 10.3928/00220124-20100503-01] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND Biological agents have the ability to cause large-scale mass casualties. For this reason, their likely use in future terrorist attacks is a concern for national security. Recent studies show that nurses are ill prepared to deal with agents used in biological warfare. Achieving a goal for bioterrorism preparedness is directly linked to comprehensive education and training that enables first-line responders such as nurses to diagnose infectious agents rapidly. METHODS The study evaluated participants' responses to biological agents using a computerized bioterrorism education and training program versus a standard bioterrorism education and training program. RESULTS Both programs improved participants' ability to complete and solve case studies involving the identification of specific biological agents. CONCLUSION Participants in the computerized bioterrorism education and training program were more likely to solve the cases critically without reliance on expert consultants. However, participants in the standard bioterrorism education and training program reduced the use of unnecessary diagnostic tests.
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Affiliation(s)
- Adeline M Nyamathi
- University of California, Los Angeles, School of Nursing, Los Angeles, CA 90095, USA.
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Gerdprasert S, Pruksacheva T, Panijpan B, Ruenwongsa P. Development of a web-based learning medium on mechanism of labour for nursing students. NURSE EDUCATION TODAY 2010; 30:464-9. [PMID: 19931950 DOI: 10.1016/j.nedt.2009.10.007] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/18/2009] [Revised: 09/04/2009] [Accepted: 10/13/2009] [Indexed: 05/17/2023]
Abstract
This study aimed to develop a web-based learning media on the process and mechanism of labour for the third-year university nursing and midwifery students. This media was developed based on integrating principles of the mechanism of labour with the 5Es inquiry cycle and interactive features of information technology. In this study, the web-based learning unit was used to supplement the conventional lecture as in the traditional teaching. Students' achievements were assessed by using the pre- and post-test on factual knowledge and semi-structured interviews on attitude to the unit. Supplementation with this learning unit made learning significantly more effective than the traditional lecture by itself. The students also showed positive attitude toward the learning unit.
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Affiliation(s)
- Sailom Gerdprasert
- Institute for Innovative Learning, Mahidol University, Bangkok, Thailand
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Libin A, Lauderdale M, Millo Y, Shamloo C, Spencer R, Green B, Donnellan J, Wellesley C, Groah S. Role-Playing Simulation as an Educational Tool for Health Care Personnel: Developing an Embedded Assessment Framework. CYBERPSYCHOLOGY BEHAVIOR AND SOCIAL NETWORKING 2010; 13:217-24. [PMID: 20528282 DOI: 10.1089/cyber.2009.0040] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Alexander Libin
- National Rehabilitation Hospital, MedStar Research Institute, Washington, District of Columbia
- Department of Physical Medicine and Rehabilitation, Georgetown University of Medical Center, Washington, District of Columbia
| | - Manon Lauderdale
- National Rehabilitation Hospital, MedStar Research Institute, Washington, District of Columbia
| | - Yuri Millo
- Simulation and Training Environment Laboratory (SiTEL), Washington Hospital Center, Washington, District of Columbia
| | - Christine Shamloo
- Simulation and Training Environment Laboratory (SiTEL), Washington Hospital Center, Washington, District of Columbia
| | - Rachel Spencer
- Simulation and Training Environment Laboratory (SiTEL), Washington Hospital Center, Washington, District of Columbia
| | - Brad Green
- Simulation and Training Environment Laboratory (SiTEL), Washington Hospital Center, Washington, District of Columbia
| | - Joyce Donnellan
- Simulation and Training Environment Laboratory (SiTEL), Washington Hospital Center, Washington, District of Columbia
| | - Christine Wellesley
- Simulation and Training Environment Laboratory (SiTEL), Washington Hospital Center, Washington, District of Columbia
| | - Suzanne Groah
- National Rehabilitation Hospital, MedStar Research Institute, Washington, District of Columbia
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