Open AccessBlended teaching and learning methods in nursing and midwifery education: A scoping review of the literature
Author(s) -
Jean Pierre Ndayisenga,
Yolanda Babenko-Mould,
Yvonne Kasine,
Aimable Nkurunziza,
Donatilla Mukamana,
Josephine Murekezi,
Olive Tengera,
Alice Muhayimana
Publication year - 2021
Language(s) - English
Resource type - Journals
ISSN - 2467-8252
DOI - 10.4314/rejhs.v9i1.11
Subject(s) - medicine , obstetrics , inclusion (mineral) , nursing , nurse education , blended learning , medical education , pedagogy , psychology , educational technology , sociology , social science
Background: Blended learning (BL) is defined as the combination of both traditional face-to-face learning and synchronous or asynchronous e-learning approaches. The aim of this scoping review was to explore the literature to obtain a broad understanding of the use of BLin nursing and midwifery education in general, in Sub-Saharan Africa (SSA), and in particular Rwanda.Methods: The literature published between 2010 and 2019 were reviewed from six electronic databases using keywords including blended learning, nursing education, midwifery education, higher education, SSA, and Rwanda. Arksey and O'Malley's framework was used in this review.Results: The initial search identified 1,283 records. Eleven articles were selected for this review after the application of predetermined inclusion criteria. Almost all reviewed articles indicated that the integration of BLmethods improved the quality of nursing and midwifery education in general, and in SSAcountries including Rwanda.Conclusions: Initial research in this area highlights that moving from traditional classroom-delivered programs to the BLapproach is feasible and can promote the quality of nursing and midwifery standards of education. This scoping review highlights a paucity of research on BL in nursing and midwifery education, particularly in SSAcountries.
Keywords: Blended learning, nursing and midwifery education, SSA, Rwanda