Applying a competency-based blended learning model to design an adult nursing course for two-year RN to BSN program

<p>Jun-Yu Fan</p>

Applying a competency-based blended learning model to design an adult nursing course for two-year RN to BSN program

Jun-Yu Fan

Chang Gung University of Science and Technology, Taiwan

: J Nurs Patient Care

Abstract

Statement of the Problem: The popularity of blended-learning approaches, including face-to-face and online learning in a single course, is rapidly increasing in health-science education. The purpose of this study was to examine the impact the application of a blended-learning approach in an adult-health nursing course (specifically, a two-year registered nurse to Bachelor of Science in Nursing program) has on core competencies, metacognition, self-directed learning, and learning satisfaction. The purposes of the study were to examine the impact of the blended-learning approach on the learning outcomes of the bachelor-level integrated adulthealth nursing course. Methods: A quasi-experimental, non-equivalent pretest-posttest control group design was used. For this study, a convenience sample of 485 second-year nursing students, with 287 assigned to an experimental group and 198 to a control group, from northern and southern Taiwan and enrolled in a registered nurse to Bachelor of Science in Nursing program was recruited. The Self-Evaluated Core Competencies Scale, Metacognitive Inventory for Nursing Students, Self-Directed Learning Readiness Scale, and learning satisfaction were used to evaluate the students’ learning outcomes. The intervention effect was analyzed using the generalized estimating equation model. Results: The experimental group showed statistically significant increases in regard to overall scores for self-evaluated core competencies (p<.001), the “self-modification” subscale of the Metacognitive Inventory for Nursing Students (p=.033), and in overall self-directed learning readiness (p=0.039); further, they also showed higher levels of course satisfaction (p<.001). Conclusions: Blended learning is one of the most suitable teaching activities for the registered nurse to Bachelor of Science in nursing programs, as it encourages higher-level core competencies, metacognitive ability, and self-directed learning