{"title":"Acceptance or satisfaction of blended learning among undergraduate nursing students: A systematic review of the literature","authors":"Wenjing Cao, Qi He, Qianqian Zhang, Yuan Tang, Chuan Chen, Yongmei He","doi":"10.1016/j.nedt.2025.106589","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Blended learning is increasingly gaining popularity as an alternative method for delivering nursing education; however, there is no review regarding its acceptance or satisfaction among undergraduate nursing students.</div></div><div><h3>Objective</h3><div>This systematic review aims to thoroughly explore and summarize the literature regarding the acceptance or satisfaction of blended learning among undergraduate nursing students.</div></div><div><h3>Methods</h3><div>We conducted a comprehensive search of EMBASE, Cochrane, Web of Science, PubMed, and Scopus for English-language publications up to June 2024. Two researchers independently screened the literature and extracted the data.</div></div><div><h3>Results</h3><div>The search strategy identified 710 potentially relevant articles, from which 27 studies were ultimately included. Our findings underscore a scarcity of high-quality questionnaires assessing students' acceptance or satisfaction with blended learning. Notably, undergraduate nursing students generally express high satisfaction with blended learning. Factors influencing their acceptance or satisfaction include online platform browsing speed, teachers' abilities and instructional styles, preparation efforts, and students' information and communication technology skills.</div></div><div><h3>Conclusion</h3><div>Blended education holds promise as a future teaching method in nursing education, given its positive reception among undergraduate nursing students. However, this review emphasizes a significant issue: the insufficient availability of high-quality questionnaires to assess this population's acceptance or satisfaction with blended learning. Addressing this gap through further research is essential to enhance our understanding and ensure the effective implementation of blended learning in nursing education.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"147 ","pages":"Article 106589"},"PeriodicalIF":3.6000,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education Today","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0260691725000243","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Background
Blended learning is increasingly gaining popularity as an alternative method for delivering nursing education; however, there is no review regarding its acceptance or satisfaction among undergraduate nursing students.
Objective
This systematic review aims to thoroughly explore and summarize the literature regarding the acceptance or satisfaction of blended learning among undergraduate nursing students.
Methods
We conducted a comprehensive search of EMBASE, Cochrane, Web of Science, PubMed, and Scopus for English-language publications up to June 2024. Two researchers independently screened the literature and extracted the data.
Results
The search strategy identified 710 potentially relevant articles, from which 27 studies were ultimately included. Our findings underscore a scarcity of high-quality questionnaires assessing students' acceptance or satisfaction with blended learning. Notably, undergraduate nursing students generally express high satisfaction with blended learning. Factors influencing their acceptance or satisfaction include online platform browsing speed, teachers' abilities and instructional styles, preparation efforts, and students' information and communication technology skills.
Conclusion
Blended education holds promise as a future teaching method in nursing education, given its positive reception among undergraduate nursing students. However, this review emphasizes a significant issue: the insufficient availability of high-quality questionnaires to assess this population's acceptance or satisfaction with blended learning. Addressing this gap through further research is essential to enhance our understanding and ensure the effective implementation of blended learning in nursing education.
期刊介绍：
Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education.
The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives.
Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.
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