Evaluating a Blended Online Learning Model Among Undergraduate Nursing Students

Ota, Marianne; Peck, Blake; Porter, Joanne E.

doi:10.1097/cin.0000000000000456

Cited by 26 publications

(36 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Eight out of 24 papers identified the lack of IT or userfriendly IT as one of the key challenges of making elearning successful in HSE [42,44,52,53,55,56,59,61]. The extract below illustrates this point:…”

Section: Theme 8: Lack Of It Skillsmentioning

confidence: 99%

“…Studies also noted that when learners wish to learn in a more in-depth way about the practice or the context, then e-learning would be a preferred approach to learning as it considers four componentscontent, educator, system, and learnerswhich might play an important part in making e-learning effective [45,50,53]. It has now become an accepted tool or approach for continuing professional development (CPD), mainly among medical, nursing and allied healthcare professionals, as the nature of e-learning often benefits from contemporary information, delivered rapidly and flexibly, adopting varying formats [61,62].…”

Section: Countriesmentioning

confidence: 99%

See 1 more Smart Citation

A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education

2020

View full text Add to dashboard Cite

Background: Recently, much attention has been given to e-learning in higher education as it provides better access to learning resources online, utilising technologyregardless of learners' geographical locations and timescaleto enhance learning. It has now become part of the mainstream in education in the health sciences, including medical, dental, public health, nursing, and other allied health professionals. Despite growing evidence claiming that e-learning is as effective as traditional means of learning, there is very limited evidence available about what works, and when and how e-learning enhances teaching and learning. This systematic review aimed to identify and synthesise the factorsenablers and barriersaffecting e-learning in health sciences education (el-HSE) that have been reported in the medical literature. Methods: A systemic review of articles published on e-learning in health sciences education (el-HSE) was performed in MEDLINE, EMBASE, Allied & Complementary Medicine, DH-DATA, PsycINFO, CINAHL, and Global Health, from 1980 through 2019, using 'Textword' and 'Thesaurus' search terms. All original articles fulfilling the following criteria were included: (1) e-learning was implemented in health sciences education, and (2) the investigation of the factorsenablers and barriersabout el-HSE related to learning performance or outcomes. Following the PRISMA guidelines, both relevant published and unpublished papers were searched. Data were extracted and quality appraised using QualSyst tools, and synthesised performing thematic analysis. Results: Out of 985 records identified, a total of 162 citations were screened, of which 57 were found to be of relevance to this study. The primary evidence base comprises 24 papers, with two broad categories identified, enablers and barriers, under eight separate themes: facilitate learning; learning in practice; systematic approach to learning; integration of e-learning into curricula; poor motivation and expectation; resource-intensive; not suitable for all disciplines or contents, and lack of IT skills. Conclusions: This study has identified the factors which impact on e-learning: interaction and collaboration between learners and facilitators; considering learners' motivation and expectations; utilising user-friendly technology; and putting learners at the centre of pedagogy. There is significant scope for better understanding of the issues related to enablers and facilitators associated with e-learning, and developing appropriate policies and initiatives to establish when, how and where they fit best, creating a broader framework for making e-learning effective.

show abstract

Section: Theme 8: Lack Of It Skillsmentioning

confidence: 99%

Section: Countriesmentioning

confidence: 99%

A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education

2020

View full text Add to dashboard Cite

show abstract

“…Así, el maestro debe respetar la individualidad del estudiante y sus puntos de vista, aceptar sus experiencias previas, sus acciones y considerar sus sentimientos, apoyando su desarrollo en relación con su motivación y su capacidad de autogestión (23) .…”

Section: Discussionunclassified

Módulo educativo em ambiente virtual de aprendizagem em Diabetes Mellitus

et al. 2020

View full text Add to dashboard Cite

Introducción: Los profesionales de enfermería necesitan ser capacitados y cualificados para atender a las personas con diabetes y uno de los aspectos considerado como fundamental para esa capacitación es el conocimiento de los recursos tecnológicos indicados para el desarrollo del proceso de enseñanza-aprendizaje, como informática, internet, hipermedia, multimedia, y las diversas herramientas de interacción y comunicación.Objetivos: Los objetivos de este estudio fueron desarrollar un módulo educativo sobre pie diabético en Ambiente Virtual de Aprendizaje - AVA en la plataforma Moodle para estudiantes de enfermería y someter el programa a la evaluación de los alumnos. Método: Se trata de un estudio descriptivo transversal, realizado con 31 estudiantes. El módulo educativo fue desarrollado como curso distribuido en cuatro capítulos versando sobre pie diabético. Después del curso los alumnos evaluaron el módulo utilizando instrumento validado conteniendo aspectos pedagógicos (contenido, interacción y actividades) y aspecto técnico (calidad de la interfaz) del AVA. Resultados: Las características obtenidas consideradas como favorables al aprendizaje fueron "contenido" (91,6%), "actividades" (85,8%) y "calidad de la interfaz" (89,7%). La característica "interacción" fue la que obtuvo menor índice (52,7%). Conclusión: Considerando la mayoría de las características evaluadas, concluimos que Moodle se mostró una herramienta eficaz de enseñanza. En cuanto a la característica "interacción", es necesario perfeccionar las cuestiones que afectan a las actividades programadas, estas son el foro y chat para propiciar una mayor relación entre los participantes. Introduction: Nursing professionals need to be trained and qualified to care for people with diabetes, where one of the aspects considered as fundamental for this training is the knowledge of the technological resources indicated for the development of the teaching-learning process, such as computer science, internet, hypermedia, multimedia, besides the various tools of interaction and communication.Objective: The objectives of this study were to develop an educational module about diabetic foot in a Virtual Learning Environment – VLE in the Moodle platform for nursing students and to submit the program to the evaluation of the students. Method: It is a cross-sectional descriptive study, carried out with 31 students. The educational module was developed as a course distributed in four chapters dealing with diabetic foot. After the course, the students evaluated the module using a validated instrument containing pedagogical aspects (content, interaction and activities) and technical aspect (interface quality) of VLE. Results: The characteristics that were considered favorable to learning were “content” (91.6%), “activities” (85.8%) and “interface quality” (89.7%). The “interaction” characteristic was the one that obtained the lowest rate (52.7%). Conclusion: By considering most of the evaluated characteristics, we conclude that Moodle has proved to be an effective teaching tool. Regarding the “interaction” characteristic, it is necessary to improve the questions that involve the scheduled activities, such as forum and chat, in order to provide a greater relationship among the participants.

show abstract

“…The participants identified flexibility as a common theme. This was not surprising as studying online has the benefit of allowing students control regarding when to study and allows convenient access to learning materials compared to many face-to-face only courses (Ota, Peck, & Porter, 2018). Accessing all learning materials online was viewed as advantageous to graduates who valued not having to relocate to be able to undertake the course, or physically attend lectures or tutorials as is the case with traditional University learning.…”

Section: Flexibilitymentioning

confidence: 99%

Millennial midwifery: Online connectivity in midwifery education

Geraghty

Bromley

Bull

et al. 2019

Nurse Education in Practice

View full text Add to dashboard Cite

The aim of this study was to explore graduate midwives' experiences of completing a Bachelor of Midwifery online theory course and how that experience led to preparation for practice and future employment as a midwife. Methods: This study used a questionnaire, with the core research design having a quantitative component using open-ended questions, via the use of an electronic platform. Results: The main themes emerging from the data that the graduates considered important issues were flexibility, isolation and lack of support. Conclusion: Course completion, experience of online learning / preparation for practice, and recommendations for improvement were identified as areas of importance for graduates of the online midwifery theory course.

show abstract

Evaluating a Blended Online Learning Model Among Undergraduate Nursing Students

Cited by 26 publications

References 9 publications

A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education

A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education

Módulo educativo em ambiente virtual de aprendizagem em Diabetes Mellitus

Millennial midwifery: Online connectivity in midwifery education

Contact Info

Product

Resources

About