Applying a competency-based blended learning model to design an adult nursing course in a BSN program: A pilot test


  1. Jun-Yu Fan RN PhD
  2. Ying-Jung Tseng RN MS
  3. Li-Fen Chao RN PhD
  4. Hai-Chiao Chen RN PhD
  5. Shiah-Lian Chen RN PhD


4AA eLearning courses


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.

Summary of Work

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.

Take-home Messages

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.

Summary of Results

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 

Summary of Work
Take-home Messages
Summary of Results
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