Open AccessDetermining the effects of blended learning using the community of inquiry on nursing students' learning gains in sudden patient deterioration module
Author(s) -
Liu Weichu,
Wang Jun,
Zhang Han,
Yu Changfeng,
Liu Shuai,
Zhang Cen,
Yu Jingya,
Liu Qiao,
Yang Bing
Publication year - 2021
Publication title -
nursing open
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.55
H-Index - 12
ISSN - 2054-1058
DOI - 10.1002/nop2.914
Subject(s) - presentation (obstetrics) , knowledge retention , blended learning , significant difference , psychological intervention , learning effect , mathematics education , medical education , medicine , psychology , nursing , educational technology , surgery , economics , microeconomics
Aims To determine the effectiveness of blended learning using the community of inquiry framework on nursing students' learning gains in a sudden patient deterioration module. Design A quasi‐experimental trial. Methods 233 Chinese nursing students in their fourth semester of a sudden patient deterioration learning module were assigned to control ( N = 113) and experimental group ( N = 120). Students in experimental group engaged in community of inquiry‐based blended learning in sudden patient deterioration module, including computer‐aided self‐instruction, team‐based topic discussion and simulation training. Control group learned similar contents through face‐to‐face teaching comprising of a presentation with lecture, tutorial and simulation training. Student assessment of learning gains, knowledge and practical ability was quantified after the interventions. Results Compared with control group, students in experimental group had improved student assessment of learning gains ( p = .001, Cohen d = 0.69) and practical ability ( p < .001, Cohen d = 0.48). Although no significant difference in overall knowledge score, experimental group students did better performance in application and analysis ( p = .001, Cohen d = 0.45).