Blended learning via distance in pre-registration nursing education: A scoping review
Open accessAbstract
Prior to the Covid-19 global pandemic, we reviewed literature and identified comprehensive evidence of the efficacy of blended learning for pre-registration nursing students who learn across distances and/or via satellite campuses. Following a methodological framework, a scoping literature review was undertaken. We searched six databases (EBSCOHOST (CINHAL plus; Education research Complete; Australia/New Zealand Reference Centre); Google Scholar; EMBASE (Ovid) [ERIC (Ovid); Medline (Ovid)]; PubMed: ProQuest Education Journals & ProQuest Nursing & Allied Health Source) for the period 2005-December 2015. Critical appraisal for critiquing qualitative and quantitative studies was undertaken, as was a thematic analysis. Twenty-eight articles were included for review, which reported nursing research (n = 23) and student experiences of blended learning in higher education (n = 5). Four key themes were identified in the literature: active learning, technological barriers, support, and communication. The results suggest that when delivered purposefully, blended learning can positively influence and impact on the achievements of students, especially when utilised to manage and support distance education. Further research is needed about satellite campuses with student nurses, to assist with the development of future educational practice.
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- Authors
- Jowsey, T., Foster, G., Cooper-Ioelu, P., & Jacobs, S.
- Affiliations
- University of Auckland (NZ)
- Otago Polytechnic (NZ)
- Corresponding author
- Jowsey, Tanisha
- Venue
- Nurse Education in Practice
- Publisher
- Elsevier BV
- Published
- 2020-03
- Volume
- 44
- Pages
- 102775
- ISSN
- 1471-5953 (ISSN-L)
- PMC
- PMC7195119
- OpenAlex
- W3014025341
- Semantic Scholar
- d6be93c4ba21a5540d8aa4c605b10d8d1bac2daa
- Cited by
- 349
- References
- 47
- Citations by year
- 2026: 7 · 2025: 36 · 2024: 49 · 2023: 72 · 2022: 78 · 2021: 74 · 2020: 33
- FWCI
- 20.50
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Nurse Education in Practice (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- ResearchSpace (University of Auckland) (submittedVersion, cc-by)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Health Sciences › Nursing › Research and Theory › Nursing education and management
- Keywords
- blended learning, distance education, pre-registration nursing education, satellite campuses, active learning, technological barriers, student support, communication, student experience, nursing students
- MeSH terms
- COVID-19, Education, Nursing, Baccalaureate, Humans, Learning, Pneumonia, Viral, Students, Nursing, Nursing Education Research, Nursing Evaluation Research, Coronavirus Infections, Education, Distance, Pandemics
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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