The effectiveness of blended learning in nursing and medical education: An umbrella review
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| Publicado en: | Nurse Education in Practice vol. 86 (Jul 2025), p. 104421 |
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| Autor principal: | |
| Otros Autores: | , , , , , , , , |
| Publicado: |
Elsevier Limited
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| Acceso en línea: | Citation/Abstract Full Text Full Text - PDF |
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| 001 | 3227289909 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 1471-5953 | ||
| 022 | |a 1873-5223 | ||
| 024 | 7 | |a 10.1016/j.nepr.2025.104421 |2 doi | |
| 035 | |a 3227289909 | ||
| 045 | 2 | |b d20250701 |b d20250731 | |
| 084 | |a 170342 |2 nlm | ||
| 100 | 1 | |a Li, Minhui |u School of Nursing, Jinan University, Guangzhou 510632, China | |
| 245 | 1 | |a The effectiveness of blended learning in nursing and medical education: An umbrella review | |
| 260 | |b Elsevier Limited |c Jul 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 651 | 4 | |a Asia-Pacific region | |
| 653 | |a Collaborative learning | ||
| 653 | |a Databases | ||
| 653 | |a Medical education | ||
| 653 | |a Teaching methods | ||
| 653 | |a Long term | ||
| 653 | |a Curricula | ||
| 653 | |a Distance learning | ||
| 653 | |a Teachers | ||
| 653 | |a Standardization | ||
| 653 | |a Systematic review | ||
| 653 | |a Meta-analysis | ||
| 653 | |a Teaching | ||
| 653 | |a Research methodology | ||
| 653 | |a Online instruction | ||
| 653 | |a Independent study | ||
| 653 | |a Noncompliance | ||
| 653 | |a Nursing education | ||
| 653 | |a Blended learning | ||
| 653 | |a Nursing | ||
| 653 | |a Medical students | ||
| 653 | |a Skills | ||
| 653 | |a Selfdirected learning | ||
| 653 | |a Information technology | ||
| 653 | |a Critical thinking | ||
| 653 | |a Literature reviews | ||
| 653 | |a Education | ||
| 653 | |a Medical schools | ||
| 653 | |a Organizational effectiveness | ||
| 653 | |a Nurses | ||
| 653 | |a Patients | ||
| 653 | |a Learning | ||
| 653 | |a Student attitudes | ||
| 653 | |a Self instruction | ||
| 653 | |a Evaluation research | ||
| 653 | |a Feedback | ||
| 653 | |a Professional education | ||
| 653 | |a Cooperative learning | ||
| 653 | |a Organizational research | ||
| 653 | |a Community research | ||
| 653 | |a Students | ||
| 653 | |a Research | ||
| 653 | |a Effectiveness | ||
| 653 | |a Learning Modalities | ||
| 653 | |a Educational Research | ||
| 653 | |a Medical Evaluation | ||
| 653 | |a Online Courses | ||
| 653 | |a Information Seeking | ||
| 653 | |a Instructional Effectiveness | ||
| 653 | |a In Person Learning | ||
| 653 | |a Database Management Systems | ||
| 653 | |a Course Content | ||
| 653 | |a Attitude Change | ||
| 653 | |a Reprography | ||
| 653 | |a Control Groups | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Conventional Instruction | ||
| 653 | |a Educational Technology | ||
| 653 | |a Meta Analysis | ||
| 653 | |a Electronic Learning | ||
| 653 | |a Outcomes of Education | ||
| 700 | 1 | |a Hong, Yanyan |u School of Nursing, Jinan University, Guangzhou 510632, China | |
| 700 | 1 | |a Wu, Aiping |u School of Nursing, Jinan University, Guangzhou 510632, China | |
| 700 | 1 | |a Ou, Wanyi |u School of Nursing, Jinan University, Guangzhou 510632, China | |
| 700 | 1 | |a Yang, Jianmei |u School of Nursing, Jinan University, Guangzhou 510632, China | |
| 700 | 1 | |a Lin, Guiru |u School of Nursing, Jinan University, Guangzhou 510632, China | |
| 700 | 1 | |a Ruan, Yanfei |u School of Nursing, Jinan University, Guangzhou 510632, China | |
| 700 | 1 | |a Chen, Zumin |u School of Nursing, Jinan University, Guangzhou 510632, China | |
| 700 | 1 | |a Lin, Chenli |u School of Medicine, Jinan University, Guangzhou 510632, China; Health Science Center, Jinan University, Guangzhou 510632, China | |
| 700 | 1 | |a Liang, Yinji |u School of Nursing, Jinan University, Guangzhou 510632, China; Health Science Center, Jinan University, Guangzhou 510632, China | |
| 773 | 0 | |t Nurse Education in Practice |g vol. 86 (Jul 2025), p. 104421 | |
| 786 | 0 | |d ProQuest |t Sociology Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3227289909/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3227289909/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3227289909/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |