Systematic literature review on the effects of blended learning in nursing education
Kaydedildi:
| Yayımlandı: | Nurse Education in Practice vol. 82 (Jan 2025), p. 104238 |
|---|---|
| Yazar: | |
| Diğer Yazarlar: | |
| Baskı/Yayın Bilgisi: |
Elsevier Limited
|
| Konular: | |
| Online Erişim: | Citation/Abstract Full Text Full Text - PDF |
| Etiketler: |
Etiket eklenmemiş, İlk siz ekleyin!
|
MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3153054169 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 1471-5953 | ||
| 022 | |a 1873-5223 | ||
| 024 | 7 | |a 10.1016/j.nepr.2024.104238 |2 doi | |
| 035 | |a 3153054169 | ||
| 045 | 2 | |b d20250101 |b d20250131 | |
| 084 | |a 170342 |2 nlm | ||
| 100 | 1 | |a Wang, Ruowei |u College of Nursing, Shandong Xiehe University, No.6277, Jiqing Road, Licheng District, Jinan, Shandong, China; School of Education, Universiti Utara Malaysia, Malaysia | |
| 245 | 1 | |a Systematic literature review on the effects of blended learning in nursing education | |
| 260 | |b Elsevier Limited |c Jan 2025 | ||
| 513 | |a Literature Review Journal Article | ||
| 520 | 3 | |a Aim The study aimed to comprehensively analyze and evaluate the effects of blended learning in nursing education. Background Blended learning addresses significant challenges in nursing education by offering flexible and adaptive learning environments that support the development of both theoretical knowledge and practical skills. Its importance grew post-COVID-19. Although some reviews have synthesized its effects in nursing education, they often focused on a limited scope and studies, leaving gaps in understanding its broader impact. Design Systematic literature review. Methods We employed Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to search for literature published in PubMed, CINAHL, Web of Science, EMBASE, ERIC, Scopus and Cochrane Library from 2000 to June 26, 2024. Two researchers independently screened each article for eligibility and extracted the data. Results This review included 54 studies and found that blended learning positively influenced nursing students in five key areas: academic performance and skill development, learning engagement and motivation, self-management in learning, psychological and emotional well-being, learning experience and satisfaction. These were captured in a visual model showing the comprehensive impact of blended learning. Critical research gaps were identified, including a lack of randomized controlled trials and limited studies on mental health and clinical thinking abilities. Conclusions The results of the study showed that the effects of blended learning in nursing education were positive and multi-dimensional. Despite some inconsistencies in findings, blended learning was shown to offer significant advantages over traditional learning, though further research is required to address areas of uncertainty. | |
| 653 | |a Students | ||
| 653 | |a Intervention | ||
| 653 | |a Distance learning | ||
| 653 | |a Medical education | ||
| 653 | |a Learning | ||
| 653 | |a Systematic review | ||
| 653 | |a Academic achievement | ||
| 653 | |a Emotional well being | ||
| 653 | |a Flipped classroom | ||
| 653 | |a Motivation | ||
| 653 | |a Knowledge | ||
| 653 | |a COVID-19 | ||
| 653 | |a Mental health | ||
| 653 | |a Critical thinking | ||
| 653 | |a Independent study | ||
| 653 | |a Nursing education | ||
| 653 | |a Selfmanagement | ||
| 653 | |a Blended learning | ||
| 653 | |a Nursing | ||
| 653 | |a Health care industry | ||
| 653 | |a Clinical trials | ||
| 653 | |a Uncertainty | ||
| 653 | |a Research design | ||
| 653 | |a Skill development | ||
| 653 | |a Literature reviews | ||
| 653 | |a Psychological well being | ||
| 653 | |a Adaptive learning | ||
| 653 | |a Meta-analysis | ||
| 653 | |a Education | ||
| 653 | |a Learning environment | ||
| 653 | |a Well being | ||
| 653 | |a Nurses | ||
| 653 | |a Medical research | ||
| 653 | |a Mental health services | ||
| 653 | |a Ability | ||
| 653 | |a Satisfaction | ||
| 653 | |a Learning Activities | ||
| 653 | |a Self Efficacy | ||
| 653 | |a Researchers | ||
| 653 | |a Information Seeking | ||
| 653 | |a In Person Learning | ||
| 653 | |a Database Management Systems | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Control Groups | ||
| 653 | |a Learning Strategies | ||
| 653 | |a Educational Technology | ||
| 653 | |a Nursing Students | ||
| 653 | |a Meta Analysis | ||
| 653 | |a Search Strategies | ||
| 653 | |a Teaching Models | ||
| 653 | |a Electronic Learning | ||
| 653 | |a Quasiexperimental Design | ||
| 653 | |a Educational Needs | ||
| 653 | |a Theory Practice Relationship | ||
| 700 | 1 | |a Raman, Arumugam |u School of Education, Universiti Utara Malaysia, Malaysia | |
| 773 | 0 | |t Nurse Education in Practice |g vol. 82 (Jan 2025), p. 104238 | |
| 786 | 0 | |d ProQuest |t Sociology Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3153054169/abstract/embedded/H09TXR3UUZB2ISDL?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3153054169/fulltext/embedded/H09TXR3UUZB2ISDL?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3153054169/fulltextPDF/embedded/H09TXR3UUZB2ISDL?source=fedsrch |