The use of blended learning to create a module about ill-health during childbirth for pre-registration midwifery students

Young, Nicki; Randall, Jayne

doi:10.1016/j.nepr.2013.02.016

Cited by 11 publications

(11 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Almost all of the reviewed articles indicated that the integration of BL methods support delivery of quality nursing and midwifery education in general and in SSA countries, including Rwanda (8,15,36). The use of blended teaching and learning methods resulted in higher level of nursing and midwifery students performances and skills (28), improved students satisfaction with course content, technologies used and social interactions among learners (17,28), promoted student centered teaching and learning opportunities and improve significantly students' performance (27,30,37).…”

Section: Quality Of Nursing and Midwifery Education As A Results Of Blmentioning

confidence: 99%

“…This scoping review included eleven eligible articles related to BL method in nursing and midwifery education from nine countries. Of these; three studies were conducted in the United Kingdom (6,26,35), one in the United States (17), one in Australia (28), one in Sweden (32), one in Iran (21), and one in India (8). Moreover, this review included three studies conducted in the SSA countries including Ghana, South Africa, and Rwanda (15,29,33).…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

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

Ndayisenga¹,

Babenko-Mould²,

Kasine³

et al. 2021

REJHS

View full text Add to dashboard Cite

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

show abstract

Section: Quality Of Nursing and Midwifery Education As A Results Of Blmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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

Ndayisenga¹,

Babenko-Mould²,

Kasine³

et al. 2021

REJHS

View full text Add to dashboard Cite

show abstract

“…Schmidt, et al [22] developed and integrated a novel virtual microscope, MyMiCROscope, into a face-to-face approach for teaching microscopic anatomy to improve the individual student's learning situation. 1 article focuses upon ill-health during pregnancy and childbearing [23]. Young and Randall [23] described the different teaching and learning methods which were blended together to create a module for second year pre-registration midwifery students in England, which focused upon ill-health during pregnancy and childbearing.…”

Section: B Blended Learning As a Strategymentioning

confidence: 99%

“…1 article focuses upon ill-health during pregnancy and childbearing [23]. Young and Randall [23] described the different teaching and learning methods which were blended together to create a module for second year pre-registration midwifery students in England, which focused upon ill-health during pregnancy and childbearing. 5 articles engaged in language teaching and learning [10], [11], [14], [24], [25], Jia, et al [10] customized the open source course management system Moodle to build the individualized vocabulary review and assessment functions for English instruction.…”

Section: B Blended Learning As a Strategymentioning

confidence: 99%

Review on Blended Learning: Identifying the Key Themes and Categories

Wei¹,

Chang

2017

IJIET

View full text Add to dashboard Cite

Abstract-Blended learning is getting popular nowadays. Even though many studies have been conducted on online learning, studies specifically on blended learning are still scarce. This paper reports on a systematic literature review about blended learning of 103 journal research articles. The purpose of the review is to explore the status of blended learning research, and identify their themes and categories according to their contents. Twelve themes are identified of the articles examined in this paper. Findings showed that these researches mainly belong to six categories: design, strategy, factors, evaluation, methodology and review. Researches in each category are discussed in this paper. Future directions for research are discussed.

show abstract

“…In most studies there was limited evidence for guidance about blended learning, given the diverse range of courses and programmes reported (Harris, Connolly & Feeney, 2009). Most often a single course, or part of a curriculum, was trialled using a blended delivery mode and these were frequently post basic, Honours, or other postgraduate programmes (Moore, 2012;Sidebotham, Jomeen, & Gamble, 2014;Smyth, Houghton, Cooney, & Casey, 2011;Stewart, Inglis, Jardine, Koorts, & Davies, 2013;Young & Randall, 2014;Zolfaghari, Sarmadi, Negarandeh, Zandi, & Ahmadi, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

Celebrating and honouring midwifery in New Zealand

Crowther¹

2015

nzcomjnl

View full text Add to dashboard Cite

JOURNALMidwifery practice arrangements which sustain caseloading Lead Maternity Carer midwives in New Zealand. The impact on midwives of their first stillbirth.Clinically overweight and obese mothers and low rates of breastfeeding: Exploring women's perspectives.ABC by LMC midwives: an innovative intervention to support women to become smoke-free in pregnancy. Guidelines for Contributors to the New Zealand College of Midwives JournalThe Journal focuses on midwifery issues and women's health, it has a readership of midwives and others involved in pregnancy and childbearing, both in New Zealand and overseas.The Journal is printed once each year (December) and uses electronic article based publishing so that papers are published and disseminated as soon as possible. The advantages of article based publishing are:• Articles are processed more quickly • Articles can be disseminated electronically, making them readily available• Improved ability to cite immediately without the need to wait until an issue is complete and then printed• Improved global availability, as each paper is provided with a DOI and put onto the New Zealand College of Midwives website three months after first circulation.Within electronic article based publishing the editors build each issue as an "issue in progress" from papers that have been submitted and accepted for publication. Once an issue is complete, it is printed.The Journal welcomes original research, literature reviews, exemplars/practice stories/case studies, audits and research methodology articles. In general, articles should be between 500-4000 words. It is important that articles submitted for review have not been published previously in any form.The expectation is that articles protect confidentiality where necessary, and that evidence of an ethical process of consent has been undertaken. Confirmation that copyright permission has been obtained for any quoted materials is also expected (see section on copyright). All articles are subject to double blind peer review and the editors reserve the right to make the final decision regarding publication of each article. ARTICLE FORMATArticles should be submitted electronically with double line spacing and a left hand margin of 3cm and a size 12 font. The article should be submitted as an electronic file copy in a WORD document or RTF file.Authors should use the following section headings: Abstract, Key words, followed by the introduction and further subheadings, depending on the type of article, to structure the article. The word count must be stated. Diagrams, tables and photographs should be labelled and supplied as computer generated items. Where these are sent separately from the text, the author/s should indicate where they should be positioned in the article.In addition, authors are requested to provide the following details in a separate "Author information" document (this will not be sent to the reviewers):• Name and qualifications• Occupation (current area of practice/expertise)• Email address and daytime phone number for corre...

show abstract

The use of blended learning to create a module about ill-health during childbirth for pre-registration midwifery students

Cited by 11 publications

References 13 publications

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

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

Review on Blended Learning: Identifying the Key Themes and Categories

Celebrating and honouring midwifery in New Zealand

Contact Info

Product

Resources

About