Blended learning via distance in pre-registration nursing education: A scoping review

Tanisha Jowsey*, Gail Foster, Pauline Cooper-Ioelu, Stephen Jacobs

*Corresponding author for this work

Research output: Contribution to journalReview articleResearchpeer-review

99 Citations (Scopus)

Abstract

Prior to the Covid-19 global pandemic, we reviewed literature and identified comprehensive evidence of the efficacy of blended learning for pre-registration nursing students who learn across distances and/or via satellite campuses. Following a methodological framework, a scoping literature review was undertaken. We searched six databases (EBSCOHOST (CINHAL plus; Education research Complete; Australia/New Zealand Reference Centre); Google Scholar; EMBASE (Ovid) [ERIC (Ovid); Medline (Ovid)]; PubMed: ProQuest Education Journals & ProQuest Nursing & Allied Health Source) for the period 2005–December 2015. Critical appraisal for critiquing qualitative and quantitative studies was undertaken, as was a thematic analysis. Twenty-eight articles were included for review, which reported nursing research (n = 23) and student experiences of blended learning in higher education (n = 5). Four key themes were identified in the literature: active learning, technological barriers, support, and communication. The results suggest that when delivered purposefully, blended learning can positively influence and impact on the achievements of students, especially when utilised to manage and support distance education. Further research is needed about satellite campuses with student nurses, to assist with the development of future educational practice.

Original languageEnglish
Article number102775
JournalNurse Education in Practice
Volume44
DOIs
Publication statusPublished - Mar 2020
Externally publishedYes

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