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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).

Determining the effects of blended learning using the community of inquiry on nursing students' learning gains in sudden patient deterioration module