Blended teaching and learning methods in nursing and midwifery education: A scoping review of the literature

Abstract

Background: Blended learning (BL) is defined as the combination of both traditional face-to-face learning and synchronous or asynchronous e-learning approaches. The aim of this scoping review was to explore the literature to obtain a broad understanding of the use of BLin nursing and midwifery education in general, in Sub-Saharan Africa (SSA), and in particular Rwanda.Methods: The literature published between 2010 and 2019 were reviewed from six electronic databases using keywords including blended learning, nursing education, midwifery education, higher education, SSA, and Rwanda. Arksey and O'Malley's framework was used in this review.Results: The initial search identified 1,283 records. Eleven articles were selected for this review after the application of predetermined inclusion criteria. Almost all reviewed articles indicated that the integration of BLmethods improved the quality of nursing and midwifery education in general, and in SSAcountries including Rwanda.Conclusions: Initial research in this area highlights that moving from traditional classroom-delivered programs to the BLapproach is feasible and can promote the quality of nursing and midwifery standards of education. This scoping review highlights a paucity of research on BL in nursing and midwifery education, particularly in SSAcountries.
 Keywords: Blended learning, nursing and midwifery education, SSA, Rwanda

Nursing and Midwifery Students’ Perceptions and Experiences of Using Blended Learning in Rwanda: A Qualitative Study

“…[1][2][3][4] For example, to promote effective teaching and learning environment for their students and to reduce some challenges like continuing education during Covid-19 pandemic or continuing education while maintaining your working status and costs related to some other traditional teaching methods including money to travel to school and limited access to teaching and learning materials, both Rwandan private and public higher learning institutions (HLIs) initiated a blended learning (BL) approach in preservice nursing and midwifery education. [5] A BL approach combines the benefits of face-to-face and E-learning and minimizes the drawbacks of each method.…”

“…For example, during the COVID-19 pandemic, BL offered several teaching and learning opportunities in HLIs that enabled them to support an effective teaching and learning environment. [5,7] BL improved teaching in nursing and midwifery pre-service programs in theoretical classes and practice sessions. [8][9] Students instructed in the BL approach have demonstrated a higher level of knowledge for medication administration than nurses and midwives who experienced face-to-face learning.…”

“…[8][9] Students instructed in the BL approach have demonstrated a higher level of knowledge for medication administration than nurses and midwives who experienced face-to-face learning. [5] Another study found that students who were instructed using BL were able to perform blood transfusion procedures more effectively than those with face-to-face only. [10] BL, when implemented in nursing and midwifery professional courses, has been shown to improve nursing and midwifery skills, mostly Objective Structured Clinical Examination (OSCE), [11] and helped in the achievement of learning outcomes.…”

“…[12] As the implementation of BL in educational programs increases, it is imperative to assess how students perceive this new and advanced way of teaching. Various students including those who are enrolled in nursing and midwifery programs have reported being satisfied with BL; [5,13,14,16] others expressed the flexibility of the BL approach as a particular benefit. [5,16,17] In some studies, students have appreciated that BL is convenient and enables studying at their schedule.…”

“…Various students including those who are enrolled in nursing and midwifery programs have reported being satisfied with BL; [5,13,14,16] others expressed the flexibility of the BL approach as a particular benefit. [5,16,17] In some studies, students have appreciated that BL is convenient and enables studying at their schedule. [13,15] Other benefits that have been highlighted include increased metacognitive skills, critical reflection, critical thinking, and decision making.…”