Blended learning in ethics education: A survey of nursing students

Li‐Ling Hsu

112 citations0/0 files storedNursing Ethics

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Online and Blended Learning Innovations in Medical Education Ethics in medical practice

Abstract

Nurses are experiencing new ethical issues as a result of global developments and changes in health care. With health care becoming increasingly sophisticated, and countries facing challenges of graying population, ethical issues involved in health care are bound to expand in quantity and in depth. Blended learning rather as a combination of multiple delivery media designed to promote meaningful learning. Specifically, this study was focused on two questions: (1) the students' satisfaction and attitudes as members of a scenario-based learning process in a blended learning environment; (2) the relationship between students' satisfaction ratings of nursing ethics course and their attitudes in the blended learning environment. In total, 99 senior undergraduate nursing students currently studying at a public nursing college in Taiwan were invited to participate in this study. A cross-sectional survey design was adopted in this study. The participants were asked to fill out two Likert-scale questionnaire surveys: CAAS (Case Analysis Attitude Scale), and BLSS (Blended Learning Satisfaction Scale). The results showed what students felt about their blended learning experiences - mostly items ranged from 3.27-3.76 (the highest score is 5). Another self-assessment of scenario analysis instrument revealed the mean scores ranged from 2.87-4.19. Nearly 57.8% of the participants rated the course 'extremely helpful' or 'very helpful.' This study showed statistically significant correlations (r=0.43) between students' satisfaction with blended learning and case analysis attitudes. In addition, results testified to a potential of the blended learning model proposed in this study to bridge the gap between students and instructors and the one between students and their peers, which are typical of blended learning, and to create meaningful learning by employing blended pedagogical consideration in the course design. The use of scenario instruction enables students to develop critical analysis and problem solving skills through active learning and social exchange of ideas.

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References

1989Situated Cognition and the Culture of Learning 2004Blended learning: Uncovering its transformative potential in higher education 2002Quarterly Review of Distance Education 2005Problem‐based learning: future challenges for educational practice and research 2012Anchored Instruction: Why We Need It and How Technology Can Help 2003Improving Learning and Reducing Costs: New Models for Online Learning 1993A Manifesto for a Constructivist Approach to Uses of Technology in Higher Education 2007Effectiveness of using blended learning strategies for teaching and learning human anatomy

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2017Blended learning pedagogy designed for communication module among undergraduate nursing students: A quasi-experimental study 2014University students’ perspective on blended learning 2020Comparing student achievement in traditional learning with a combination of blended and flipped learning 2013Factors affecting metacognition of undergraduate nursing students in a blended learning environment 2014Ethics and religion in higher education

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