An Analysis of the Effects of Blended Learning in a Fundamentals of Nursing Course
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
The purpose of this study was to examine the effects of blended learning in a fundamentals of nursing course on nursing students’ academic stress, learning engagement, and self-directed learning ability. The study was conducted from September 16 to November 8, 2024, with 46 nursing students who participated in six weeks of blended learning classes in a fundamentals of nursing course. Data were analyzed using SPSS/WIN 28.0 with descriptive statistics, paired-sample t-tests, and significance testing. The results indicated statistically significant differences before and after the application of blended learning: academic stress decreased (t=2.36, p=.023), whereas learning engagement (t=-2.35, p=.023) and self-directed learning ability (t=-4.22, p<.001) increased. These findings suggest that blended learning is an effective instructional method for reducing academic stress and enhancing learning engagement and self-directed learning ability among nursing students. The results of this study may provide foundational evidence for nursing faculty when designing instructional strategies that incorporate blended learning, and further research is recommended to apply this approach across various nursing courses and to evaluate its broader effectiveness.
Abstract
The purpose of this study was to examine the effects of blended learning in a fundamentals of nursing course on nursing students’ academic stress, learning engagement, and self-directed learning ability. The study was conducted from September 16 to November 8, 2024, with 46 nursing students who participated in six weeks of blended learning classes in a fundamentals of nursing course. Data were analyzed using SPSS/WIN 28.0 with descriptive statistics, paired-sample t-tests, and significance testing. The results indicated statistically significant differences before and after the application of blended learning: academic stress decreased (t=2.36, p=.023), whereas learning engagement (t=-2.35, p=.023) and self-directed learning ability (t=-4.22, p<.001) increased. These findings suggest that blended learning is an effective instructional method for reducing academic stress and enhancing learning engagement and self-directed learning ability among nursing students. The results of this study may provide foundational evidence for nursing faculty when designing instructional strategies that incorporate blended learning, and further research is recommended to apply this approach across various nursing courses and to evaluate its broader effectiveness.