Theme
4AA eLearning courses
INSTITUTION
Chang Gung University of Science and Technology - Nursing - Taiwan
Nursing curricula and various teaching strategies are designed to reduce the gap between education and clinical work. The purposes of the study were to apply a competency-based blended learning model in the design of an adult nursing course, and to examine the acceptance and satisfaction of the blended learning model in a BSN program.
A total of 98 female nursing students, with a mean age of 20.41 (± .57), in northern Taiwan were enrolled from September 2014 to January 2015. All participants received blended learning that included asynchronous web-based (e-campus platform) and synchronous face-to-face (team-based learning and simulation teaching) learning activities. Satisfaction was measured using satisfaction questionnaires for the e-learning platform, team-based learning, and simulation teaching, measured on a 7-point Likert-type scale. Additional outcome measures included a 0-100 points visual analogue scale (VAS) and two open questions inquiring students’ attitudes, acceptance and recommendations toward blended learning.
A competency-based blended learning model is worth implementing and may close the gap between education and the ever-changing work environment.
This study was supported by an award from Ministry of Science and Technology, Taiwan (MOST 103-2511-S-255 -009) and intramural fund from Chang Gung Medical Foundation, Chang Gung Memorial Hospital, Taiwan (BMRPB80). The authors gratefully acknowledge all participants for the time and experiences they contributed to this study. The authors indicate no potential conflicts of interest.
Well-designed, well-described studies of applying blended-learning are needed.
Jun-Yu Fan, Yu Hsin Wang, Li Fen Chao, Sui-Whi Jane, Li-Ling Hsu (2015).
Performance Evaluation of Nursing Students Following Competency-Based
Education. Nurse Education Today, 35(1). 97-103.
Hsu, L. L. (2011). Blended learning in ethics education: A survey of nursing
students. Nursing Ethics,18(3), 418-430.
Smyth, S. Houghton, C. Cooney, A, & Casey, D. (2012). Students' Experiences
of Blended Learning across a Range of Postgraduate Programmes, Nurse
Education Today, 32 (4), 464-468.
The results showed that the mean score of the three satisfaction questionnaires for the e-learning platform, team-based learning, and simulation teaching were 5.39 (± .64), 5.67 (± .60), and 5.96 (± .86), respectively. The mean VAS score was 87.89 (± 6.02), indicating quite positive attitudes toward blended learning. Lastly, almost 90% of students absolutely supported the blended learning model and hoped use of the current model would continue. The recommendations focused on the future direction of simulation teaching.
Theme 1 E platform is a tool
Category 1: Flexibility, Accessibility, Convenience
Category 2: Ease of Updates
Category 3: Savings in Time and Paper
Theme 2 Team-Based Learning (TBL) Give a man a fish, and you feed
him for a day; Teach him how to fish, and you feed him
a lifetime.
Category 1: Learning in Playing
Category 2: Team Power
Category 3: Inspiring Individual Potential
Category 4: Inspiring Self-learning Motivation
Theme 3 Simulation is a magic mirror for revealing goblins
Category 1: Show Competence
Category 2: Experience Clinical Scenario
Category 3: Show Respect and Caring Attitude
Theme 4 Blended learning helps increasing the intrinsic clinical competence
Category 1: Integrate Knowledge
Category 2: Enhance Critical Thinking
Category 3: Transfer Learning to Future Situations