Effects of a Blended Learning Program on Ethical Values in Undergraduate Nursing Students

Kim, Sang Dol

doi:10.11111/jkana.2014.20.5.567

Cited by 6 publications

(4 citation statements)

References 15 publications

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“…Kim's experimental study (2014) was conducted on 71 undergraduate nursing students and it was found that, the score of moral values in students after combination learning including case-based learning with problembased learning, has significantly increased that, the result of this study is consistent with this result [21].…”

Section: Discussionsupporting

confidence: 80%

“…Also in a semi-experimental study conducted by Borhani et al in 2012 in Kerman, it was found that all dimensions of moral sensitivity increased after the training by the workshop and follow up [ 20 ]. The results of Kim’s experimental study in 2014 indicated that, a hybrid learning program that included case-based learning with problem-based learning had a positive impact on the development of moral values in undergraduate nursing students [ 21 ]. Also, the results of another experimental study conducted by Baykara in Turkey in 2015, suggests that ethics training and counseling services increase moral sensitivity [ 22 ].…”

Section: Introductionmentioning

confidence: 99%

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The effect of durability of knowledge transfer through reminiscence on the moral sensitivity of nurses

et al. 2022

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Background Nursing is a moral attempt and endeavor. Moral sensitivity training is one of the most important ways to strengthen nursing moral decision making. Thus, the purpose of this study was to determine the effect of durability of knowledge transfer through reminiscence on nurses’ moral sensitivity. Methods The present study is a controlled randomized clinical trial conducted in pre- and post- interventional forms. The research population consisted of all nurses working at Bushehr Persian Gulf martyrs training hospital in 2017, 68 nurses participated as samples in the study selected by available sampling method and then randomly assigned to two groups of intervention and control groups. In this study, Morphological Sensitivity Questionnaire of Lautzen was used. Validity and reliability of the questionnaire have been confirmed. The pre-test was obtained from the control and intervention group. An 8-hour reminiscence training session was held for the intervention group. In order to study, the durability of training, posttest was obtained from both groups. Data were analyzed by SPSS software version 19 and using t-test, Chi-square, paired t-test. Results The mean moral sensitivity score in nurses before intervention in both groups was not statistically different (P = 0.42). The comparison of the mean scores of nurses’ moral sensitivity after intervention in the control and intervention groups, which in fact, indicates the durability of education, showed a significant difference. (P < 0.001). Conclusion The results of this study showed that the transfer of knowledge and education through reminiscence has a lasting effect on enhancing the moral sensitivity of nurses. Therefore, its inclusion in nursing educational programs as a training strategy can be considered as a step toward facilitating the training of nurses’ moral sensitivity. Trial registration This study is registered by Iranian Registry of Clinical Trials with decree code: IRCT2016021612830N18 on May 17, 2017. This study adheres to the CONSORT 2010 statement guidelines.

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Section: Discussionsupporting

confidence: 80%

Section: Introductionmentioning

confidence: 99%

The effect of durability of knowledge transfer through reminiscence on the moral sensitivity of nurses

et al. 2022

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“…There is a growing body of research focusing on the flipped classroom (FC) design (Albert & Beatty, 2014; Kim, 2014; Kim, Khera, & Getman, 2014; O'Flaherty & Phillips, 2015), although the concept has been around for many years (Baepler, Walker, & Driessen, 2014; Bishop & Verleger, 2013; Gilboy, Heinerichs, & Pazzaglia, 2015). Several authors stress how flipped classrooms foster student engagement, resulting in better learning outcomes (Ash, 2012; Bergmann& Sams, 2012; Gilboy et al, 2015; Peterson, 2016; Pierce & Fox, 2012; Tune, Sturek, & Basile, 2013).…”

Section: Introductionmentioning

confidence: 99%

Comparing student achievement in traditional learning with a combination of blended and flipped learning

et al. 2020

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Aim The aim of this study was to investigate the effectiveness of blended learning with a flipped classroom design on student academic achievement in a Bachelor of Science in Nursing course. Design A quasi‐experimental study. Method Students were split into an experimental blended learning with a flipped classroom design group and a control group using the traditional, teacher‐centred learning method. Data were collected during spring 2018 (13.3 weeks) and student's grades for the registered course and their grade point average (GPA) were recorded. Results Findings showed statistically significant increases in student grades in the experimental group. Predictability calculations also showed better achievement of learning outcomes if a blended learning with a flipped classroom design is continued to be used in the future.

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“…3,16 It is also aimed at increasing educational effectiveness by supplying additional professor-student interactions, which are not available in e-learning, through face-to-face classes. 18,19 Some previous studies on blended learning in nursing reported an improvement in the safe and accurate administration of medication in newly employed nurses, 11 an increase in ethics education in nursing, 20,21 and an improvement in learning outcomes for skills in terms of the fundamentals of nursing in Korea. 16,22 However, there are few studies on the application of blended e-learning to improve the core basic nursing skills that are required for nursing students who are about to graduate and work as newly employed nurses.…”

mentioning

confidence: 97%

Effects of Blended Cardiopulmonary Resuscitation and Defibrillation E-learning on Nursing Students’ Self-efficacy, Problem Solving, and Psychomotor Skills

Park

Woo

Yoo

2016

CIN: Computers, Informatics, Nursing

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This study was conducted to identify the educational effects of a blended e-learning program for graduating nursing students on self-efficacy, problem solving, and psychomotor skills for core basic nursing skills. A one-group pretest/posttest quasi-experimental design was used with 79 nursing students in Korea. The subjects took a conventional 2-week lecture-based practical course, together with spending an average of 60 minutes at least twice a week during 2 weeks on the self-guided e-learning content for basic cardiopulmonary resuscitation and defibrillation using Mosby's Nursing Skills database. Self- and examiner-reported data were collected between September and November 2014 and analyzed using descriptive statistics, paired t test, and Pearson correlation. The results showed that subjects who received blended e-learning education had improved problem-solving abilities (t = 2.654) and self-efficacy for nursing practice related to cardiopulmonary resuscitation and defibrillation (t = 3.426). There was also an 80% to 90% rate of excellent postintervention performance for the majority of psychomotor skills, but the location of chest compressions, compression rate per minute, artificial respiration, and verification of patient outcome still showed low levels of performance. In conclusion, blended E-learning, which allows self-directed repetitive learning, may be more effective in enhancing nursing competencies than conventional practice education.

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Effects of a Blended Learning Program on Ethical Values in Undergraduate Nursing Students

Cited by 6 publications

References 15 publications

The effect of durability of knowledge transfer through reminiscence on the moral sensitivity of nurses

The effect of durability of knowledge transfer through reminiscence on the moral sensitivity of nurses

Comparing student achievement in traditional learning with a combination of blended and flipped learning

Effects of Blended Cardiopulmonary Resuscitation and Defibrillation E-learning on Nursing Students’ Self-efficacy, Problem Solving, and Psychomotor Skills

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