Blended learning via distance in pre-registration nursing education: A scoping review.
Nurse Educ Pract
; 44: 102775, 2020 Mar.
Article
in English
| MEDLINE | ID: covidwho-686472
ABSTRACT
Prior to the Covid-19 global pandemic, we reviewed literature and identified comprehensive evidence of the efficacy of blended learning for pre-registration nursing students who learn across distances and/or via satellite campuses. Following a methodological framework, a scoping literature review was undertaken. We searched six databases (EBSCOHOST (CINHAL plus; Education research Complete; Australia/New Zealand Reference Centre); Google Scholar; EMBASE (Ovid) [ERIC (Ovid); Medline (Ovid)]; PubMed ProQuest Education Journals & ProQuest Nursing & Allied Health Source) for the period 2005-December 2015. Critical appraisal for critiquing qualitative and quantitative studies was undertaken, as was a thematic analysis. Twenty-eight articles were included for review, which reported nursing research (n = 23) and student experiences of blended learning in higher education (n = 5). Four key themes were identified in the literature active learning, technological barriers, support, and communication. The results suggest that when delivered purposefully, blended learning can positively influence and impact on the achievements of students, especially when utilised to manage and support distance education. Further research is needed about satellite campuses with student nurses, to assist with the development of future educational practice.
Keywords
Full text:
Available
Collection:
International databases
Database:
MEDLINE
Main subject:
Students, Nursing
/
Education, Distance
/
Education, Nursing, Baccalaureate
/
Learning
Type of study:
Observational study
/
Prognostic study
/
Qualitative research
/
Reviews
Limits:
Humans
Language:
English
Journal:
Nurse Educ Pract
Journal subject:
Education
/
Nursing
Year:
2020
Document Type:
Article
Similar
MEDLINE
...
LILACS
LIS