BACKGROUND: Currently, many undergraduate nursing courses use blended-learning course formats with success; however, little evidence exists that supports the use of blended formats in introductory pathophysiology courses. The purpose of this study was to compare the scores on pre- and posttests and course satisfaction between traditional and blended course formats in an introductory nursing pathophysiology course. METHOD: This study used a quantitative, quasi-experimental, nonrandomized control group, pretest-posttest design. Analysis of covariance compared pre- and posttest scores, and a t test for independent samples compared students' reported course satisfaction of the traditional and blended course formats. RESULTS: Results indicated that the differences in posttest scores were not statistically significant between groups. Students in the traditional group reported statistically significantly higher satisfaction ratings than students in the blended group. CONCLUSION: The results of this study support the need for further research of using blended learning in introductory pathophysiology courses in undergraduate baccalaureate nursing programs. Further investigation into how satisfaction is affected by course formats is needed. Copyright 2016, SLACK Incorporated.
BACKGROUND: Currently, many undergraduate nursing courses use blended-learning course formats with success; however, little evidence exists that supports the use of blended formats in introductory pathophysiology courses. The purpose of this study was to compare the scores on pre- and posttests and course satisfaction between traditional and blended course formats in an introductory nursing pathophysiology course. METHOD: This study used a quantitative, quasi-experimental, nonrandomized control group, pretest-posttest design. Analysis of covariance compared pre- and posttest scores, and a t test for independent samples compared students' reported course satisfaction of the traditional and blended course formats. RESULTS: Results indicated that the differences in posttest scores were not statistically significant between groups. Students in the traditional group reported statistically significantly higher satisfaction ratings than students in the blended group. CONCLUSION: The results of this study support the need for further research of using blended learning in introductory pathophysiology courses in undergraduate baccalaureate nursing programs. Further investigation into how satisfaction is affected by course formats is needed. Copyright 2016, SLACK Incorporated.
Authors: Andy Wai Kan Yeung; Emil D Parvanov; Mojca Hribersek; Fabian Eibensteiner; Elisabeth Klager; Maria Kletecka-Pulker; Bernhard Rössler; Karl Schebesta; Harald Willschke; Atanas G Atanasov; Eva Schaden Journal: JMIR Med Educ Date: 2022-02-09
Authors: Mohammad S Alkhowailed; Zafar Rasheed; Ali Shariq; Ahmed Elzainy; Abir El Sadik; Abdullah Alkhamiss; Ahmed M Alsolai; Sharifa K Alduraibi; Alaa Alduraibi; Ahmad Alamro; Homaidan T Alhomaidan; Waleed Al Abdulmonem Journal: Inform Med Unlocked Date: 2020-09-17