A systematic review protocol on the use of online learning versus blended learning for teaching clinical skills to undergraduate health professional students

Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomised controlled trial

“…While the rationale for clinical supervisee skills to be included within undergraduate nurse education may have become apparent among the international policy community, the optimal method of teaching clinical supervisee skills within large undergraduate cohorts and within higher education institutions has not (McCutcheon et al, 2016). In today's higher education institutions, it is impossible to study optimal teaching strategies without due consideration to online teaching strategies either on their own or as complimentary to other methods of teaching (Dearnley et al, 2013;Behnke, 2011).…”

Enhancing critical thinking skills for low-grade elementary school students using mobile apps

“…Thus, teaching and learning activities that were initially carried out in classrooms have been moved to virtual spaces. Some of the virtual learning activities are done using WhatsApp group, Google Classroom, Zoom Meeting, or other supporting online learning applications (Voshaar et al, 2022;Acaroglu et al, 2022;Mendes de Oliveira et al, 2021;Lau et al, 2021;McCutcheon et al, 2016).…”

Simulation videos presented in a blended learning platform to improve Australian nursing students' knowledge of family assessment

“…Limited evidence exists, however, on the effectiveness of simulation videos as part of blended learning materials, used to improve nursing knowledge and skills (McCutcheon, Lohan, & Traynor, 2016). In order to respond to this research gap, the current study aimed to investigate students' self-assessment of their knowledge and confidence in conducting family assessment after exposure to blended learning materials containing simulation videos of family assessments.…”

“…The length of the videos is important as they need to provide enough information while encouraging students to watch the video in its entirety (McCutcheon et al, 2016). Previous researchers have highlighted that videos eight to ten minutes in length achieve higher levels of student engagement A C C E P T E D M A N U S C R I P T (Forbes et al, 2016;Guo et al, 2014).…”