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Blended learning (BL) is positive development in education. This method provokes the learner’s critical thinking and given different ways for implementation of their knowledge in real life. The objective of the study is to determine the difference of blended learning teaching strategy and lecturebased teaching strategy on the learning outcome of the undergraduate nursing students in Lahore, Pakistan. Quasi experimental study design was used by utilizing control and experimental groups for comprising two methods of students learning. 197 participants were recruited in control group and experimental groups. The study sample was determined through the convenient sampling method. In this study the establishing reliability and construct validity of the tool was 0.7 and 0.75 respectively. In addition to this internal consistency Cronbach's coefficient alpha was computed 0.70. Generally, the reliability and validity were considered acceptable and satisfactory above 0.70. The results findings revealed that blended learning has significant relationship with awareness (p= < 0.02) learning strategies (p= < 0.07) learning activities (p=< 0.06), evaluation (p=0.04) among the experimental groups. In the conclusion, blended learning significantly improves the learning of the students and provides the space for better skills in the clinical setting simultaneously. Thereafter, institutions, policy makers and regulatory bodies should incorporate this strategy in the nursing curriculum in Pakistan.

The Impact of Different Learning Methods on Nursing Students Learning Styles at the University of Lahore, Pakistan