Acceptance or satisfaction of blended learning among undergraduate nursing students: A systematic review of the literature

IF 4.2 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Nurse Education Today Pub Date : 2025-04-01 Epub Date: 2025-01-27 DOI:10.1016/j.nedt.2025.106589

Wenjing Cao, Qi He, Qianqian Zhang, Yuan Tang, Chuan Chen, Yongmei He

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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.

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护理本科学生对混合式学习的接受度或满意度：文献的系统回顾

混合学习作为提供护理教育的一种替代方法越来越受欢迎；然而，关于护理本科学生的接受度和满意度，尚无综述。目的对护理本科学生对混合式学习的接受程度和满意度的相关文献进行系统的梳理和总结。方法综合检索EMBASE、Cochrane、Web of Science、PubMed和Scopus数据库，检索截止到2024年6月的英文出版物。两位研究者独立筛选文献并提取数据。搜索策略确定了710篇可能相关的文章，其中27篇研究最终被纳入。我们的研究结果强调了评估学生对混合式学习的接受程度或满意度的高质量问卷的缺乏。值得注意的是，护理本科学生对混合学习的满意度普遍较高。影响其接受度或满意度的因素包括网络平台浏览速度、教师能力和教学风格、备课努力程度、学生的信息和沟通技术水平。结论混合教学在护理本科学生中接受度较高，在护理教育中具有广阔的应用前景。然而，这篇综述强调了一个重要的问题：缺乏高质量的问卷来评估这一人群对混合学习的接受程度或满意度。通过进一步的研究来解决这一差距对于增强我们的理解和确保在护理教育中有效实施混合学习至关重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

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.