The development and implementation of a blended video watching and peer learning model for master's nursing students: a quasi-experimental study.
Education
Nurse practitioners
Nursing
Professional Development
Teaching
Journal
BMC nursing
ISSN: 1472-6955
Titre abrégé: BMC Nurs
Pays: England
ID NLM: 101088683
Informations de publication
Date de publication:
07 Mar 2023
07 Mar 2023
Historique:
received:
12
07
2022
accepted:
10
02
2023
entrez:
6
3
2023
pubmed:
7
3
2023
medline:
7
3
2023
Statut:
epublish
Résumé
With today's complex needs of the population and high demands in quality of care, there will be a continuing need for expanding role of nurses to assume more responsibilities in healthcare. Newly graduated nurses, who possess the competence to function as Registered Nurses, will soon recognize that lecture-based, passive delivery of content is not sufficient to deal with the complex healthcare environment. This study aimed to compare the effects of a blended video watching and peer learning program and the usual lecture-based program on the levels of satisfaction and self-confidence in learning, perceptions of peer learning, and academic performance of students enrolled in a master's nursing program. A quasi-experimental study was conducted. The program was offered to Master of Science in Nursing students during Spring 2021 (intervention group, n = 46), while the usual face-to-face lectures and tutorial classes were provided to students enrolled during Fall 2020 (control group, n = 46). There was a statistically significant increase in satisfaction, self-confidence in learning, and academic performance in the intervention group after learning in a blended video-watching and peer learning mode. This study fills a knowledge gap to meet the learning needs of time-conscious, part-time students working full time in hospitals.
Sections du résumé
BACKGROUND
BACKGROUND
With today's complex needs of the population and high demands in quality of care, there will be a continuing need for expanding role of nurses to assume more responsibilities in healthcare. Newly graduated nurses, who possess the competence to function as Registered Nurses, will soon recognize that lecture-based, passive delivery of content is not sufficient to deal with the complex healthcare environment.
AIM
OBJECTIVE
This study aimed to compare the effects of a blended video watching and peer learning program and the usual lecture-based program on the levels of satisfaction and self-confidence in learning, perceptions of peer learning, and academic performance of students enrolled in a master's nursing program.
METHODS
METHODS
A quasi-experimental study was conducted. The program was offered to Master of Science in Nursing students during Spring 2021 (intervention group, n = 46), while the usual face-to-face lectures and tutorial classes were provided to students enrolled during Fall 2020 (control group, n = 46).
RESULTS
RESULTS
There was a statistically significant increase in satisfaction, self-confidence in learning, and academic performance in the intervention group after learning in a blended video-watching and peer learning mode.
CONCLUSION
CONCLUSIONS
This study fills a knowledge gap to meet the learning needs of time-conscious, part-time students working full time in hospitals.
Identifiants
pubmed: 36879268
doi: 10.1186/s12912-023-01204-0
pii: 10.1186/s12912-023-01204-0
pmc: PMC9988596
doi:
Types de publication
Journal Article
Langues
eng
Pagination
62Subventions
Organisme : Strategic Plan Fund, Learning and Teaching Committee, The Hong Kong Polytechnic University
ID : 8CQB
Informations de copyright
© 2023. The Author(s).
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