The transition to blended e-learning. Changing the focus of educational delivery in children’s pain management

Jonas, Denise; Burns, Bernadette

doi:10.1016/j.nepr.2009.01.015

Cited by 37 publications

(27 citation statements)

References 23 publications

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“…A similar conclusion was reached by Jonas and Burns (2009), who found that some nurses in their study into the transition to a blended learning approach for a pain management module did not have sufficient computer expertise.…”

Section: Introductionsupporting

confidence: 66%

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Surfing or still drowning? Student nurses’ Internet skills

Bond

2010

Nurse Education Today

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SummaryA study into student nurses' ability to use the Internet was published in Nurse Education Today in 2004. This paper repeats the research with a cohort of students starting their pre-registration programme in a UK university in 2007.In 2004 students were reported as having poor internet skills, and as not being frequent users of the Internet. In this study students were found to have significantly better ability to carry out basic tasks and significantly higher levels of internet use. Their ability to apply these skills to more complex information literacy tasks however had not increased, with more than half of all students saying they found far too much irrelevant information when searching for specific information on the internet. The earlier study found that skills and age were not related, which appears to still be the case.The need for these skills is increasing as education, lifelong learning, and patient information are all increasingly drawing on the developing Internet. Nurse education however is not integrating the skill and knowledge base essential to support this into preregistration programmes, and the evidence suggests that this will not happen without active management.

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Section: Introductionsupporting

confidence: 66%

“…Students need to be able to work confidently with online learning resources as they will be expected to do so when they are qualified. The NHS anticipates greater use of a wider range of web resources to support staff learning needs (Purdy, 2009, Jonas andBurns, 2009). …”

Section: Resultsmentioning

confidence: 99%

Surfing or still drowning? Student nurses’ Internet skills

Bond

2010

Nurse Education Today

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“…[34][35][36] A blended learning approach is described as combining "multiple delivery media that are designed to complement each other and promote learning and application-learned behaviour." Previous literature has highlighted the benefits of using a "blended learning" approach to train professionals.…”

Section: Discussionmentioning

confidence: 99%

“…Previous literature has highlighted the benefits of using a "blended learning" approach to train professionals. [34][35][36] A blended learning approach is described as combining "multiple delivery media that are designed to complement each other and promote learning and application-learned behaviour." 37 It can be concluded that a combination of techniques, including interactive components and learning materials, should be blended to create the most effective training course for health and social care professionals and that traditional, didactic-style training should only be used as part of a blended learning approach.…”

Section: Discussionmentioning

confidence: 99%

The Most Effective Way of Delivering a Train-the-Trainers Program: A Systematic Review

Pearce

Mann

Jones

et al. 2012

Journal of Continuing Education in the Health Professions

199

138

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“…There are a great many of definitions in the literature related to blended learning (Driscoll, 2002;Garrison & Kanuka, 2004;Jonas & Burns, 2010;Osguthorpe & Graham, 2003;Williams et al, 2008;Yen & Lee, 2011). It is pointed out that as any and every study in the literature has its own frame, there is not a single finite definition and all the present identifications have common features (Bliuc, Goodyear, & Ellis, 2007;Osgerby, 2013;Picciano, Dziuban, & Graham, 2013;Sharpe, Benfield, Roberts, & Francis, 2006).…”

mentioning

confidence: 99%

The Students’ Perceptions on Blended Learning: A Q Method Analysis

2018

EDUC SCI-THEOR PRACT

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The purpose of this study was to reveal the students' perceptions on blended learning through the Q method.The originality of the research stems from determining whether the students have a general tendency towards the blended learning process and evaluating the whole process through identifying its prominent components.The research data was compiled through the Q-Sort and the judgemental statements created by the researchers from 31 students attending the 3rd and 4th classes of the Faculty of Education during the 2016-2017 academic year. The data analysis ascertained that the students were in affirmative consensus on blended learning and the prominent components of the process were listed as teaching staff, face-to-face classes, student roles and the features of online course materials. The findings obtained were discussed within the frame of the relevant literature and the suggestions were made on blended course design.

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The transition to blended e-learning. Changing the focus of educational delivery in children’s pain management

Cited by 37 publications

References 23 publications

Surfing or still drowning? Student nurses’ Internet skills

Surfing or still drowning? Student nurses’ Internet skills

The Most Effective Way of Delivering a Train-the-Trainers Program: A Systematic Review

The Students’ Perceptions on Blended Learning: A Q Method Analysis

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