Cheng Li1, Jing He1, Chenxi Yuan1, Bin Chen1, Zhiling Sun2. 1. Nursing College, Nanjing University of Chinese Medicine, Nanjing 210023, China. 2. Nursing College, Nanjing University of Chinese Medicine, Nanjing 210023, China. Electronic address: szl@njucm.edu.cn.
Abstract
OBJECTIVE: The aim of this meta-analysis is to investigate the effects of blended learning on nursing students' knowledge, skills and satisfaction. METHODS: We searched EMBASE, PubMed, CINAHL, Cochrane Library for publications in English up to December 2018. Two researchers independently screened the literature and extracted the data. Meta-analysis was performed with Revman5.0 for the eligible studies. RESULTS: A total of 8 studies met the inclusion criteria of meta-analysis, including 574 nursing students. Compared with traditional teaching, blended learning could effectively improve nursing students' knowledge (SMD = 0.70, 95% CI [0.52, 0.87], P < 0.00001) and satisfaction (SMD = 0.72, 95% CI [0.08, 0.59], P = 0.01), and tended to improve the skills although without significant difference (SMD = 0.58, 95% CI [-0.17, 1.32], P = 0.13). CONCLUSIONS: Blended learning can effectively improve the knowledge and satisfaction of nursing students. Therefore, blended learning can be used as a teaching method in nursing education.
OBJECTIVE: The aim of this meta-analysis is to investigate the effects of blended learning on nursing students' knowledge, skills and satisfaction. METHODS: We searched EMBASE, PubMed, CINAHL, Cochrane Library for publications in English up to December 2018. Two researchers independently screened the literature and extracted the data. Meta-analysis was performed with Revman5.0 for the eligible studies. RESULTS: A total of 8 studies met the inclusion criteria of meta-analysis, including 574 nursing students. Compared with traditional teaching, blended learning could effectively improve nursing students' knowledge (SMD = 0.70, 95% CI [0.52, 0.87], P < 0.00001) and satisfaction (SMD = 0.72, 95% CI [0.08, 0.59], P = 0.01), and tended to improve the skills although without significant difference (SMD = 0.58, 95% CI [-0.17, 1.32], P = 0.13). CONCLUSIONS: Blended learning can effectively improve the knowledge and satisfaction of nursing students. Therefore, blended learning can be used as a teaching method in nursing education.
Authors: Lorainne Tudor Car; Selina Poon; Bhone Myint Kyaw; David A Cook; Victoria Ward; Rifat Atun; Azeem Majeed; Jamie Johnston; Rianne M J J van der Kleij; Mariam Molokhia; Florian V Wangenheim; Martin Lupton; Niels Chavannes; Onyema Ajuebor; Charles G Prober; Josip Car Journal: J Med Internet Res Date: 2022-03-17 Impact factor: 7.076