Evaluation of the performance of nursing students taught using online and offline learning models in emergency and critical care nursing during the COVID‐19 pandemic

Abstract

AimThe study investigated the outcomes of employing this hybrid method among nursing students engaged in emergency and critical care curricula during the COVID‐19 pandemic.MethodsA retrospective study examined nursing students enrolled in the nursing program in China between January 2019 and January 2021. Students were divided into two groups: a study group that engaged in hybrid learning and a control group that participated in traditional classroom learning. Both groups received identical learning materials and credit hours. The study group assessed online learning via a platform with broadcasting features, while offline sessions occurred in the classroom. Post‐course, groups were compared in knowledge, skill, and homework performance. The study group provided feedback through a reflective questionnaire to pinpoint areas for improvement in their online learning experience.ResultsThe analysis involved 1774 nursing students, with 906 in the study group and 868 int the control group. The study group outperformed in homework, individual, and comprehensive skills. Despite 73.7% of the study group citing distractions from surrounding environment, the majority appreciated online learning (853, 96.8%). Regarding the appropriateness of the course materials, foreign body airway obstruction courses are highly rated (721, 81.8%), while invasive hemodynamic monitoring had the least favorability (149, 16.9%). Additionally, 33.0% (291) favored live broadcasting and interactive video teaching during online classes.ConclusionsThe hybrid learning model enhances nursing students' performance in emergency and critical care courses. However, optimization is needed for environmental distraction, specific contents, and communication methods in online learning.