A teaching method

1. Blended Learning
in Nursing
By
Dr Jeyadeepa R, Ph.D, M.Sc, MBA
Principal
IQ City Institute of Nursing Sciences
Durgapur, West Bengal

2. Greetings!

3. Objectives
At the end of the session participants
1. Define blended learning
2. Important features of BL
3. Advantages
4. Role of teacher and learner in BL
5. Models of BL
6. Implementation of BL in Nursing
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4. 4

5. 5

6. 6

7. Blended Learning - Meaning
Multiple approaches to learning Combines face-to-face & online

8. Blended Vs Hybrid Vs Mixed Mode

9. Mixing Synchronous and Asynchronous media
1. Satellite e learning
2. Video conferencing
3. Audio conferencing
4. Audio Graphics
5. Webinars
1. Online ( Web based Training)
2. Computer Based Training
3. Videotape / DVD
4. Audio tape
5. Podcast
Synchronous media Asynchronous media

10. 10
National Education Policy 2020 recommends Blended learning
It is not mere mix of online and face
to face mode. It refers to well planned
combination of meaningful activities in both
the modes.

11. Definition
+ Combine any form of instructional technology (video
tape, CD, Web based training, film) with face to face
instructor led training.
+ Mix or combine instructional technology with actual job
tasks in order to create a harmonious effect of learning
and working
- Driscoll, 2002
+ Method of teaching that integrates technology and digital
media with traditional instructor led classroom activities
giving students more flexibility.
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12. Need of BL in Nursing
+ Competence in real situations
+ Connect knowledge, skill and attitude
+ Bridge the gap between theory and practice
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13. Advantages
+ Increases student engagement in learning
+ Enhances teacher student interaction
+ Creates responsibility for learning
+ Time management and flexibility
+ Improved student learning outcome
+ Enhanced institutional reputation
+ More flexible teaching and learning
environment
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14. Advantages - Contn
+ More amenable for self and continuous
learning
+ Better opportunities for experiential learning
+ Improves learning skills
+ Greater access for information
+ Improved satisfaction and learning outcome
+ Enhances teaching competencies
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15. What can be blended
+ Formal and informal learning
+ Workplace and class room
+ Structured resources with others
+ Interaction with people in same or different
locations
+ Digital and physical
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17. Role of the teacher
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From Knowledge
provider
To Coach or Mentor
Inspire
Nurture
Guide

18. Benefits for the Learner
+ Increases students interest
+ Can focus for a longer time
+ Student autonomy
+ Deposition of self advocacy
+ Student ownership
+ Instant diagnostic information and feedback
+ To learn at their own pace
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19. Benefits for the Learner - contn
+ Improves research skills
+ Self learning
+ Self engagement
+ Self driving force
+ Better decision making
+ Larger sense of responsibility
+ Computer literacy
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20. Realizing the benefits for both students and teachers
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21. Pre requisites to implement
+ Idea generation
+ Brain storming
+ Concept mapping/ mind mapping
+ Creative presentations
+ Exposure to the real world
+ Case studies
+ Cooperative learning strategies
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22. Preliminary elements
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Question Subject module design Aspects to evaluate
What 1. Object for learning process
2. Competencies
1. Learning goals
2. Design of knowledge
How 1. Design learning tasks 1. Test effectiveness of achieving
the aim
Who 1. Characteristics of students 1. Prior knowledge
2. Meta cognitive skills the
teacher employs
When and
Where
1. Timing of tasks
2. Behavior of the learner
1. Sequencing the task
2. Process oriented feedback
3. Various evaluation techniques

23. 6 Types of Blended
Learning model that can
be incorporated
successfully into the
classroom

24. 1. Face-to-Face Driver Model
Of all the blended learning models,
face-to-face driver is the closest
to a typical school structure. This
model works best for diverse
classrooms in which students are
functioning at various levels of
ability and mastery.

25. This form of blended learning includes
any course or subject in which
students rotate—either on a fixed
schedule or at the teacher’s
discretion—among learning
modalities. At least one of which is
online learning.
2. Rotation Model

26. The flex model of blended learning
requires one-to-one technology
access. The teacher of record is
on-site, and students learn mostly
on the brick-and-mortar campus,
except for any homework
assignments.
3. Flex Model

27. 4. Online Lab Model
The online lab is a model of
blended learning that
characterizes programs that
rely on an online platform to
deliver the entire course but
in a brick-and-mortar lab
environment. Students purely
learn online in this model.
Professionals – who aren’t
necessarily teachers –
supervise.

28. 5. A La Carte Model
This model combines face-to- face
instruction with an elective online
course chosen by the learner
according to their interests or
needs. This model is gaining
popularity in high schools because
it increases options by giving
students the opportunity to take
classes beyond what is already
offered at their school.

29. 6. Enriched Virtual Model
In this model, learning is divided
between online and offline
components. This model allows
students to divide their time
between attending a brick-and-
mortar school and learning
remotely.

30. Application in nursing education
+ Three principles to be kept in mind
+ “Engagement” for a purposeful and
motivated learner
+ “Representation” for a resourceful and
knowledgeable learner
+ “Action and Expression” for a strategic and
goal directed learner
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31. 31
Principle Components Strategies
Engagement 1. Recruiting interest
2. Support learner effort and
persistence
3. Support learner self
regulation
1. Provider learner choice
2. Create community
3. Create welcoming environment
Representation 1. Perception
2. Language and symbol
3. Comprehension
1. Audio, visual, recording, closed
caption
2. Use of multimedia
3. Case study, clinical and simulation
Action and
expression
1. Physical action
2. Expression and
communication
3. Executive functions
1. Active learning ( Self reflection, one
minute paper, inquiry learning)
2. Learner choice of assessment
3. Encourage learner metacognition

32. Research Evidence
+ Blended learning via distance in Nursing
education (Tanisha Jowshy et.al, 2020)
+ Creates active learning, higher order thinking, deep
learning and retention. It encourages participation,
interaction and student engagement.
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33. Research Evidence
Blended learning strategies strengthen the nursing
students performance and self reported learning
outcome achievement in Anatomy, Physiology &
Biochemistry courses (Heidi et al, 2021)
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34. Research Evidence- contn
+ Meta analysis on effect of learning on knowledge,
skill and satisfaction in nursing education found that
blended learning improves knowledge, skill and
satisfaction of the learner and also enhances
teaching competencies (Chengli et al,2019).
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35. Research Evidence - Contn
+ An experimental study to find the effect of
blended learning in nursing education revealed
that it was more effective in improving critical
thinking among the nursing students than the
traditional methods (Hee Jung Jang et al, 2016)
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36. Research Evidence- contn
+ Experimental study on “Clinical teaching blended learning
program to enhance nurse teachers’ teaching
competencies revealed that it increases teaching
competencies and self efficacies and promotes positive
attitude towards web based learning and better blended
learning outcomes (Xi Vivien Vu et.al, 2020)
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37. Evaluation techniques
+ Online assessment
+ Product and process evaluation
+ Continuous comprehensive evaluation
+ Open book or closed book examination
+ Group examinations and evaluations
+ Viva Voce
+ Project presentations
+ eportfolios
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38. Feed back
+ Self feedback
+ Peer group feedback
+ Students feedback regarding teaching learning
process and the instructor
+ Feed back on learning activities and outcome
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39. Challenges
+ How to design it?
+ Hoe to manage the roles and responsibilities?
+ How to create a seamless learning
experience?
+ How to meet expectations?
+ How to control cost?
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41. Lecture = 5% retention
Reading = 10% retention
Discussion = 50% retention
Experimentation = 75% retention
Teaching others = 90% retention

42. Blended learning
can be implemented in many unique
ways providing the scope for more
individualized instruction.
Happy Learning & Happy Teaching

43. Bibliography
+ 1. Tanista Jowsey et.al, “Blended learning via distance in preregistration nursing education: A scoping review, Nurse
Education in Practice 44(2020)
+ Heidi Kristine et.al, “A blended learning strategy strengthens the nursing students' performance and self reported
learning outcome achievement in Anatomy, physiology and biochemistry course – A quasi experimental study”,
Nursing Education in Practice 52(2021)
+ Hee Jung Jang et.al, “ Effect of blended learning in Nursing Education”, International Journal of Multimedia and
Ubiquitous engineering, vol 11, no 5 2016 Pp 297-304
+ UGC, New Delhi, Blended learning mode of teaching learning: Concept note
+ Johannes C Gronje,” Towards a new definition of Blended learning” Cape Peninsula University of Technology. DOI
10.34190/EJEL.20.18.2.001
+ Andria Pragholapuri, Suci Tuti Putri, “Blended Learning in Nursing Education: Literature Review, Nursing, University
of Education in Indonesia.
+ Maria Consuelo et.al, “Effectiveness of blended learning in nursing education”, International Journal of Environmental
Research and public health, Jan 2020.
+ Diane Davis et al., “Universal Design for Learning: A framework for blended learning in nursing education”, Nurse
Educator 47(3), 2021 Pp 133 -138
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