Universal Design for Learning

Abstract

Background: Blended learning (BL), the combining of face-to-face and online learning, is gaining prominence in nursing education in response to advances in evidence-based learning using technology, the diverse and evolving needs of nursing learners, and unpredictable events impacting nursing education. Problem: Blended learning requires nursing learners and educators to adapt to new modalities and educators to re-envision learning environments. However, BL lacks an educational framework to guide implementation and is not well explored in the nursing literature. Approach: Universal design for learning (UDL) is applied as a framework for BL in nursing education. Conclusions: Universal design for learning provides a framework for BL to enable nursing educators, learners, and educational institutions to reimagine teaching and learning in novel ways that incorporate emerging evidence and address new challenges. Blended learning, within the context of UDL, offers opportunities for diverse and inclusive learning. Research is needed to guide the implementation of BL best practices within a UDL framework.

Nurse Leadership Post COVID Pandemic—A Framework for Digital Healthcare Innovation and Transformation

“…These include pre-registration programs through to specific post-graduate Digital Leadership programs such as provided by the NHS Digital Academy in the United Kingdom. Davis et al (2022) highlight ways to achieve this at pace through blended learning and communities of practice, which help to use both experience and adoption of new technologies as they become relevant to healthcare.…”

Impact of Blended Learning on NCLEX Scores and Subscores

“…Undergraduate nursing education programs have undergone substantial changes over the last few years, causing a more significant impact on the quality of health care delivery. Some of the significant changes that occurred over the years include the advancement of nursing education from diplomas to multiple-level degrees, technological advancement, increased leadership roles, and diverse career opportunities in nursing (Davis et al, 2022;Li et al, 2019). These changes made nursing education more accessible to a wide range of learners with diverse characteristics.…”

“…Face-to-face learning has been the mainstay of nursing student learning. Blended learning is an approach that utilizes the combination of synchronous or asynchronous online learning and traditional, face-to-face learning (Davis et al, 2022;Li et al, 2019). Innovative web-based instructions offer unparalleled possibilities in the nursing education field.…”

“…Research studies encourage nurse educators to adopt diverse strategies to increase pass rates in the nursing program (Carter et al, 2020;Li et al, 2019). Innovative teaching strategies in blended, online, and traditional nursing classes are expected to encourage nursing students to participate in self-regulated learning actively (Carter et al;2020;Davis et al, 2022). Blended learning is an approach that combines asynchronous or synchronous online learning with traditional, face-to-face learning (Li et al, 2019).…”

Effects of an Interaction and Cognitive Engagement-Based Blended Teaching on Obstetric and Gynecology Nursing Course

“…In recent years, colleges and universities have actively implemented the blended teaching model to achieve personalized education in a variety of ways. In the field of nursing education, the blended teaching can stimulate students’ interest in learning, improve the learning effect and cultivate students’ comprehensive ability [ 7 , 8 , 9 ]. However, other studies have found that there is no statistical difference between the blended teaching group and the traditional teaching group in terms of grades, course satisfaction and independent learning readiness [ 10 ].…”