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.
journal_name
Nurse Educ Practjournal_title
Nurse education in practiceauthors
Jowsey T,Foster G,Cooper-Ioelu P,Jacobs Sdoi
10.1016/j.nepr.2020.102775subject
Has Abstractpub_date
2020-03-01 00:00:00pages
102775eissn
1471-5953issn
1873-5223pii
S1471-5953(19)30112-Xjournal_volume
44pub_type
杂志文章,评审abstract::To improve quality and safety in healthcare, national and international organizations have called for students to receive dedicated training in interprofessional communication and collaboration. We developed a simulation for nurse-midwifery and nurse-anesthesia students, using the Core Competencies for Interprofession...
journal_title:Nurse education in practice
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journal_title:Nurse education in practice
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doi:10.1016/j.nepr.2016.10.005
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abstract::This paper introduces this Nurse Education in Practice 'Safety in Numbers' series. We introduce the background and seven papers that explore the outcomes of a 20-year programme of healthcare education translation research and education action research that focuses on medication dosage calculation problem-solving (MDC-...
journal_title:Nurse education in practice
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abstract::The Faculty of Health and Social Care Sciences at Kingston University and St. George's, University of London has provided a pre-entry study skills course since July 2001. The course runs over one weekend and although short, is comprehensive. An evaluative research study, using case study methodology was undertaken to ...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2007.02.003
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abstract::The Scottish National Blood Transfusion service have developed an educational programme aimed at ensuring a high standard of care for blood transfusions to minimise risk to patients and healthcare practitioners. This paper investigates whether knowledge and understanding of, and attitudes towards, safe practice declin...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2013.08.016
更新日期:2014-03-01 00:00:00
abstract:AIM:To explore the appropriateness of clinical academic coaching role as a tool for enhancing student learning and the development of advanced academic and clinical practice skills for nurses. BACKGROUND:Coaching involves a relationship between individuals characterised by analyzing and communicating mutually understo...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2008.11.006
更新日期:2009-11-01 00:00:00
abstract::Collaborative processes which enable problem solving and decision making are reported as being essential to professional practice within contemporary health care. Action learning is a process reported on as a systematic approach to effective problem solving, whilst action learning sets are increasingly being reported ...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2010.01.002
更新日期:2010-09-01 00:00:00
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journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2014.06.007
更新日期:2014-11-01 00:00:00
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journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2017.09.016
更新日期:2018-01-01 00:00:00
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journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2006.01.004
更新日期:2006-07-01 00:00:00
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journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2007.09.006
更新日期:2008-07-01 00:00:00
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journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2018.11.006
更新日期:2019-01-01 00:00:00
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journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2014.12.003
更新日期:2015-05-01 00:00:00
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journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2006.07.003
更新日期:2006-12-01 00:00:00
abstract:BACKGROUND:How willing are today's medical, nursing and other healthcare students to undertake some of their studies as shared learning? There is a lack of evidence of students' views by discipline despite this being a priority task for higher education sectors. This study explored the views of nursing, midwifery, nurs...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2013.07.013
更新日期:2014-03-01 00:00:00
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journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2019.05.018
更新日期:2019-07-01 00:00:00
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journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2009.01.015
更新日期:2010-01-01 00:00:00
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journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2020.102871
更新日期:2020-10-01 00:00:00
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journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2019.08.003
更新日期:2019-08-01 00:00:00
abstract::The value of course evaluations has been debated since they frequently fail to capture the complexity of education and learning. Group Concept Mapping (GCM), a participant-centred mixed-method was explored as a tool for evaluation and development in nursing education and to better understand students' learning experie...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2016.08.006
更新日期:2016-09-01 00:00:00
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journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2012.05.001
更新日期:2012-11-01 00:00:00
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journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2006.03.003
更新日期:2007-01-01 00:00:00
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journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2004.10.003
更新日期:2005-07-01 00:00:00
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journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1054/nepr.2001.0014
更新日期:2001-06-01 00:00:00
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journal_title:Nurse education in practice
pub_type: 杂志文章,评审
doi:10.1016/j.nepr.2014.05.010
更新日期:2014-09-01 00:00:00
abstract::The link between miscommunication and poor patient outcomes has been well documented. To understand the current state of knowledge regarding interprofessional communication, an integrative review was performed. The review suggested that nurses and physicians are trained differently and they exhibit differences in comm...
journal_title:Nurse education in practice
pub_type: 杂志文章,评审
doi:10.1016/j.nepr.2016.04.005
更新日期:2016-07-01 00:00:00
abstract::Increasing application of information technology including web-based lectures and live-lecture recording appears to have many advantages for undergraduate nursing education. These include greater flexibility, opportunity for students to review content on demand and the improved academic management of increasing class ...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2012.07.004
更新日期:2013-01-01 00:00:00
abstract::Education providers globally use various models for undergraduate nurse clinical education. This paper presents the major findings of a research project conducted by a rural university in Australia that aimed to explore the Clinical Facilitation Model of undergraduate nursing education from a rural perspective. In par...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2012.04.001
更新日期:2012-11-01 00:00:00
abstract::This paper argues that simulated practice in the university setting is not just a second best to learning in the clinical area but one which offers the potential for deliberation and deep learning [Eraut, M., 2000. Non-formal learning, implicit learning and tacit knowledge in professional work. Journal of Educational ...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2006.04.013
更新日期:2007-03-01 00:00:00
abstract::Student-centred forms of learning have gained favour internationally over the last few decades including problem based learning, an approach now incorporated in medicine, nursing and other disciplines' education in many countries. However, it is still new in Thailand and being piloted to try to offset traditional form...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2011.03.011
更新日期:2011-11-01 00:00:00