Cited by 349Online and Blended LearningInnovations in Medical EducationNursing education and management

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Blended learning via distance in pre-registration nursing education: A scoping review

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Jowsey, Tanisha, Foster, Gail, Cooper-Ioelu, Pauline, Jacobs, Stephen·2020·Nurse Education in Practice

DOI 10.1016/j.nepr.2020.102775PMC PMC7195119

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Abstract

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
ORCID: Jowsey, Tanisha
Cooper-Ioelu, Pauline
Jacobs, Stephen
Venue: Nurse Education in Practice
Publisher: Elsevier BV
Published: 2020-03
Volume: 44
Pages: 102775
ISSN: 1471-5953 (ISSN-L)
DOI: 10.1016/j.nepr.2020.102775
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
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
www.elsevier.com/legal/tdmrep-license (tdm)
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
Social Sciences › Education › 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

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