scholarly journals Comparing undergraduate nursing students’ academic engagement and achievement in traditional versus blended learning models

2021 ◽  
Vol 15 (7) ◽  
pp. 1969-1973
Author(s):  
Enas Hassan Saad ◽  
Magda Abd Alhamid Abd Al Fattah ◽  
Ahmed Mahmoud Fakhry ◽  
Mohammed Ali Pessa
Keyword(s):  
Academic Achievement ◽  
Nursing Students ◽  
Blended Learning ◽  
Academic Engagement ◽  
Learning Models ◽  
Nursing Administration ◽  
Control Groups ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
And Control

Background: Nursing education is rapidly accelerating the use of technology as a blended learning environment, which is a form of e-learning, with the technological advancement to improve learning in both clinical and theoretical courses. Aim: To compare undergraduate nursing students' academic engagement and academic achievement in traditional versus blended learning models. Design: A quasi-experimental design was utilized in this study. Setting: This study was conducted in the Faculty of Nursing – Cairo University. Method: A purposive sample of undergraduate nursing students who were studying a "nursing administration" course. Academic Engagement Questionnaire was used to measure the ‘intervention’ and control groups of nursing students’ academic engagement in nursing administration course". Academic Achievement checklist was used to assess the Grade Point Average (GPA) of the final term exam. Results: there was no statistical significance difference between intervention and control groups of nursing students regarding academic engagement (p= 0.21). In terms of Nursing Students’ Academic Achievement levels (GPA), there was a highly statistically significant difference between nursing student intervention and control groups, in which the intervention group of nursing students had the highest mean score (p= 0.0001). Conclusion: the current study concluded that the implementation of the "blended learning model" had a positive impact on students; academic achievement while the academic engagement had no difference. Keywords: Blended learning model – Traditional lecturing – Academic Engagement Achievement

scholarly journals The Effect of Cooperative Learning Strategy on Undergraduate Nursing Students Enrolled in Nursing Administration Course

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Hala Gabr Mahmoud
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Cooperative Learning ◽  
Learning Strategy ◽  
Nursing Administration ◽  
Student Centered ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Significant Difference ◽  
Post Test

Todays, higher education emphasizes the importance of student centered learning. Further the aim of nursing education should be on the process of thinking and involve being proactive, collaborative and quality oriented. Cooperative learning is an approach to the aim of student-centered activities towards the attainment of the outcomes-based environment as required by accrediting and certifying bodies and agencies of higher education. Cooperative learning most often involves small groups of students who contribute to each other's learning. It is one of the innovative teaching strategies can be incorporated in the nursing curriculum for the better results and it is a great tool that can be used to enhance and promote higher student achievement.Therefore, a variety of teaching strategies have been designed to be used in teaching, ranging from teacher-centered strategies to more student-centered ones.Hence, the present study aims to assess the effect of cooperative learning strategy on undergraduate nursing students enrolled in nursing administration course at Faculty of Nursing, King Khalid University, Saudi Arabia. A one-group before–after quasi-experimental design was used. The study was conducted at Faculty of Nursing at King Khalid University, Saudi Arabia. All nursing studentsenrolled in theeighth at the time of the study of the academic year 2015-2016were included in the study. Four tools were used for data collection namely; The Revised two-factor Study Process Questionnaire (R-SPQ-2F), Teamwork perception survey, Students’ Self-Perception Leadership Questionnaire, and Students' Opinner Questionnaire Sheet.A major finding of the present study revealed there was statistical significant difference between the pretest and post-test mean scores of students' deep learning approach, team perception of learning and self-perception of leadership of student. While there was no a significant difference was observed between the pre-test and post-test mean scores for the surface approach to learning. It was concluded that  cooperative learning as a method and philosophy is an effective approach to fostering deeper approach to learning and improving communication skills of nursing students especially in interactive skills, team work, and their leadership abilities among nursing students. It is recommended to the successful introducing of cooperative learning in nursing education will improve professional performance.

scholarly journals Teaching cardiovascular physical examination in nursing: clinical simulation

2020 ◽  
Vol 73 (6) ◽  
Author(s):  
Renata Marinho Fernandes ◽  
Ana Carolina Costa Carino ◽  
Maria Isabel da Conceição Dias Fernandes ◽  
Jéssica Dantas de Sá Tinôco ◽  
Helen Cristiny Teodoro Couto Ribeiro ◽  
...  
Keyword(s):  
Nursing Students ◽  
Physical Examination ◽  
Intervention Group ◽  
Categorical Variables ◽  
Control Group ◽  
Educational Strategy ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
And Control

ABSTRACT Objective: To evaluate, in Nursing students, the effect of clinical simulation as an educational strategy for learning about the cardiovascular physical examination. Methods: Quasi-experimental study, with the placement of 30 undergraduate nursing students, from a public university in Northeast Brazil, in two groups - intervention and control. The educational intervention consisted of a clinical simulation applied to the intervention group. The control group received only the usual class. Pre-test and post-test were applied with questions about cardiovascular physical examination for both groups. In the inferential analysis, we used chi-square or Fisher’s exact tests for categorical variables; and the Student’s t-test for independent samples. Results: The results showed that the difference in correct answers between the intervention and control groups was statistically significant, with a value of p of 0.05. Conclusion: We concluded that the applied educational strategy had a positive effect on undergraduate nursing students to learn the cardiovascular physical examination.

E-Learning and Blended-Learning Program in Wound Care for Undergraduate Nursing Students

2022 ◽  
Vol 61 (1) ◽  
pp. 53-57
Author(s):  
Paul Bobbink ◽  
Celina Marques Teixeira ◽  
Lucie Charbonneau ◽  
Laurent Chabal ◽  
Carole Guex ◽  
...  
Keyword(s):  
Nursing Students ◽  
Blended Learning ◽  
Wound Care ◽  
Learning Program ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
E Learning
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