The effectiveness of blended learning in nursing and medical education: An umbrella review

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Detalles Bibliográficos
Publicado en:	Nurse Education in Practice vol. 86 (Jul 2025), p. 104421
Autor principal:	Li, Minhui
Otros Autores:	Hong, Yanyan, Wu, Aiping, Ou, Wanyi, Yang, Jianmei, Lin, Guiru, Ruan, Yanfei, Chen, Zumin, Lin, Chenli, Liang, Yinji
Publicado:	Elsevier Limited
Materias:	Asia-Pacific region Collaborative learning Databases Medical education Teaching methods Long term Curricula Distance learning Teachers Standardization Systematic review Meta-analysis Teaching Research methodology Online instruction Independent study Noncompliance Nursing education Blended learning Nursing Medical students Skills Selfdirected learning Information technology Critical thinking Literature reviews Education Medical schools Organizational effectiveness Nurses Patients Learning Student attitudes Self instruction Evaluation research Feedback Professional education Cooperative learning Organizational research Community research Students Research Effectiveness Learning Modalities Educational Research Medical Evaluation Online Courses Information Seeking Instructional Effectiveness In Person Learning Database Management Systems Course Content Attitude Change Reprography Control Groups Influence of Technology Conventional Instruction Educational Technology Meta Analysis Electronic Learning Outcomes of Education
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Descripción
Resumen:	Aim To summarize existing research reviews on blended learning's effectiveness in nursing and medical education, offering teaching practitioners valuable references for continuous improvement in blended learning. Design An umbrella review of systematic reviews and meta-analyses was undertaken using the PRISMA guidelines. Methods This study retrieved all systematic reviews and meta-analyses related to blended learning, which were included in CNKI, VIP database, PubMed, Web of Science and Cochrane Library as of December 2024. The methodological quality of the included literature was evaluated using the AMSTAR-2 tool, while indications of learning effectiveness at each level were examined through the modified Kirkpatrick Model. Results Seventeen studies were included: four with moderate, four with low and nine with critically low methodological quality. The modified Kirkpatrick Model suggests that blended learning in nursing and medical education may improve student feedback and attitudes and perceptions in the short term. Only nursing education has researched the long-term effects of blended learning, which improves critical thinking, collaborative knowledge and self-directed learning. However, organizational practices, student benefits and patient and community impact research are scarce. Conclusion Blended learning can offer multiple beneficial impacts on students, but majority of the current systematic reviews examining the effectiveness of blended learning exhibit low methodological quality and lack standardized outcome evaluation systems. Future research and practice will also need to improve the standardization of reporting, focus on the long-term effects of blended learning and understand its impact on patients/communities.
ISSN:	1471-5953 1873-5223
DOI:	10.1016/j.nepr.2025.104421
Fuente:	Sociology Database