RESUMEN
Introduction: Applying blended electronic education has benefits of both elearning and face to face courses and can be an excellent option for higher education, including nursing. The aim of this study was to determine the effects of blended education on learning and self-efficiency in nursing students in the cardiovascular intensive care course
Method: This interventional study is a queasy experimental research. Study population was six semester nursing students who were randomly assigned to two case and control groups. We conducted pre and post-test in both groups. In the case group, in addition to routine education we presented an electronic teaching package. After completion of a 16 hours course, we assessed the participants learning changes in the diagnosis of arrhythmia via a questionnaire. Data were analyzed by SPSS version 14 using t-test [independent and paired], Mann-Whitney U and Pearson correlation coefficient
Results: Mean learning score of nursing students through a blended education [electronic and traditional] which were trained in the field of cardiovascular disorders [21.7 +/- 2.59], compared to students with routine learning style showed a significant difference. Students in the blended training group had a higher self-efficiency in the management of these patients
Conclusion: Given the shortcomings of current systems and traditional methods of teaching, a blended learning and education strategies is recommended. It can increase the depth and efficiency of learning