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

The DOI matches its Crossref record; 48 of the 48 references it cites were found in a registry or an index.

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

Open access
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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Research works printed but not linked: 2

  1. Davies, 2015, The role of distance learning in BSc. nursing education, W. Afr. J. Nurs., 26, 36
  2. Dijkers, 2015, What is a scoping review?, KT Update, 4

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Metadata

Authors
Jowsey, T., Foster, G., Cooper-Ioelu, P., & Jacobs, S.
Affiliations
  • University of Auckland (NZ)
  • Otago Polytechnic (NZ)
Corresponding author
Jowsey, Tanisha
ORCID
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
Licence
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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