Blended Learning Approaches in Nursing Education During the COVID-19 Pandemic: A Review

Abstract

Nurse academics have faced many challenges in conducting face-to-face teaching and clinical training in the COVID-19 pandemic. Compared to the past, there was increased interest and usage in online education during the COVID-19 pandemic in nursing education. This short communication highlights the important aspects that nurse academics should consider while designing nursing curricula to face future pandemics based on the experiences of the COVID-19 pandemic. This short communication includes a critical analysis of experiences from previous pandemics and the lesson learned from the present pandemic of the use of blended learning approaches in nursing education. These would be effective in considering nursing curricula reforms. Four key themes related to blended learning were identified as blended learning, blended learning in nursing education, challenges related to blended learning and strengthening of the blended learning culture. In conclusion, the pandemic has taught nurse academics to navigate nursing curricula to suit current teaching and learning demands. Reforming curricula by incorporating blended learning would be timely.

The Influence of Satisfaction with E‐Learning on the Psychological State of Nursing Students

“…In contrast to our fndings, most regional and international studies found a moderate to high level of satisfaction with online learning, with increased satisfaction when blended learning was utilized [4,31]. Blended learning can be achieved by creating an interactive online platform to perform tasks and receive feedback that helps consolidate learning in situations where face-to-face interaction is impossible [32].…”

Incorporating online learning into undergraduate nursing programmes: What did we learn from the global pandemic?

“…Moreover, errors. As such a blended learning approach should be considered incorporating the best components to deliver the teaching content (Ilankoon et al, 2022).…”

“…Within a short period of time, conventional educational materials that had previously been taught in a classroom setting, skills laboratory or clinical learning environment rapidly shifted to remote teaching and learning in response to the impact of the global pandemic. However, notwithstanding countries and regions that are still affected by COVID-19 restrictions, globally many nursing education programmes have reverted to traditional face-to-face teaching methods (Ilankoon et al, 2022).…”

“…Usher Am et al (2022) concurred with this position and believe that when students lack effective clinical skills training and development of strong clinical decision‐making skills it risks their confidence and increases the risk of near‐miss or clinical errors. As such a blended learning approach should be considered incorporating the best components to deliver the teaching content (Ilankoon et al, 2022).…”

Adaptación de la educación en enfermería a la modalidad en línea e híbrida durante la pandemia de COVID-19

“…Según Frenk et al (2022) y Hew y Cheung (2014), la educación en línea permite a los estudiantes trabajar a su propio ritmo, lo que mejora la retención de información y el rendimiento académico. La educación en modalidad híbrida, por otro lado, combina la interacción en persona con el uso de tecnologías de la información y la comunicación, lo que puede mejorar la calidad del aprendizaje (Ilankoon et al, 2022). Sin embargo, ambas modalidades tienen limitaciones.…”