Effects of blended learning on undergraduate nursing students’ knowledge, skills, critical thinking ability and mental health: A systematic review and meta-analysis

Niu, Yirou; Xi, Huihui; Liu, Jinshu; Sui, Xin; Li, Feng; Xu, Haiyan; Zhao, Lijing; Li, Yuewei; Zhang, Shuang; Guo, Lirong

doi:10.1016/j.nepr.2023.103786

Cited by 9 publications

(1 citation statement)

References 53 publications

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“…Therefore, online teaching should not only focus on knowledge delivery but also consider student interaction with educational tools for getting progressive feedback. A study on nursing students revealed that blended learning positively impacted student learning [12]. Many physicians were worried about the possible lack of student interaction with the teachers during virtual learning, and their lack of attention could be an obstacle that would affect students' attendance, enthusiasm for learning, and the development of their skills [13].…”

Section: Introductionmentioning

confidence: 99%

Navigating Virtual Learning Landscapes: Perspectives of Health Sciences Students in Saudi Arabia During the COVID-19 Pandemic

Alharbi,

Sherbini,

Alzahri

et al. 2024

Cureus

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In December 2019, COVID-19 originated in Wuhan, China, triggering a global pandemic. However, the Saudi Arabian Ministry of Education ensured the safe continuation of teaching and learning activities. Amid the pandemic, health sciences students were exposed to diverse learning opportunities. MethodsThis study seeks to explore their experiences with online teaching. Conducted as a descriptive crosssectional study, it involved 397 health sciences students from three universities in the Makkah province who had encountered both traditional and virtual teaching methods. ResultsMost participants were female (71.1%), predominantly from Jeddah city (76.5%). The highest agreement scores were observed for student comprehension during online sessions (61.1%). A significant proportion (74.4%) found paying attention during online lectures easier than traditional ones. Blackboard emerged as the preferred educational platform for online teaching. Notably, there were no significant variations in students' perceptions of online teaching based on location, gender, or specialisation. Approximately 54.7% of students preferred watching their instructors through a webcam during online lectures. ConclusionMedical educators can leverage these findings to develop standardised teaching protocols and enhance the effectiveness of online education systems. The study underscores the importance of instructors using webcams during online teaching sessions, as it allows students to visually connect with their instructors, potentially improving the learning experience.

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Section: Introductionmentioning

confidence: 99%