The effectiveness of blended learning in nursing and medical education: An umbrella review

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2025-06-03 DOI:10.1016/j.nepr.2025.104421

Minhui Li , Yanyan Hong , Aiping Wu , Wanyi Ou , Jianmei Yang , Guiru Lin , Yanfei Ruan , Zumin Chen , Chenli Lin , Yinji Liang

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引用次数: 0

Abstract

Aim

To summarize existing research reviews on blended learning's effectiveness in nursing and medical education, offering teaching practitioners valuable references for continuous improvement in blended learning.

Design

An umbrella review of systematic reviews and meta-analyses was undertaken using the PRISMA guidelines.

Methods

This study retrieved all systematic reviews and meta-analyses related to blended learning, which were included in CNKI, VIP database, PubMed, Web of Science and Cochrane Library as of December 2024. The methodological quality of the included literature was evaluated using the AMSTAR-2 tool, while indications of learning effectiveness at each level were examined through the modified Kirkpatrick Model.

Results

Seventeen studies were included: four with moderate, four with low and nine with critically low methodological quality. The modified Kirkpatrick Model suggests that blended learning in nursing and medical education may improve student feedback and attitudes and perceptions in the short term. Only nursing education has researched the long-term effects of blended learning, which improves critical thinking, collaborative knowledge and self-directed learning. However, organizational practices, student benefits and patient and community impact research are scarce.

Conclusion

Blended learning can offer multiple beneficial impacts on students, but majority of the current systematic reviews examining the effectiveness of blended learning exhibit low methodological quality and lack standardized outcome evaluation systems. Future research and practice will also need to improve the standardization of reporting, focus on the long-term effects of blended learning and understand its impact on patients/communities.

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混合学习在护理和医学教育中的有效性：概括性回顾

目的总结混合学习在护理和医学教育中有效性的现有研究综述，为教学从业者持续改进混合学习提供有价值的参考。采用PRISMA指南对系统评价和荟萃分析进行综合评价。方法检索截至2024年12月CNKI、VIP数据库、PubMed、Web of Science和Cochrane Library中收录的所有与混合学习相关的系统综述和meta分析。使用AMSTAR-2工具评估纳入文献的方法学质量，同时通过修改的Kirkpatrick模型检查每个级别的学习有效性指标。结果纳入17项研究：4项研究方法学质量中等，4项研究方法学质量低，9项研究方法学质量极低。改进的Kirkpatrick模型表明，护理和医学教育中的混合学习可以在短期内改善学生的反馈和态度和看法。只有护理教育研究了混合学习的长期效果，它提高了批判性思维、协作知识和自主学习。然而，组织实践、学生利益以及患者和社区影响的研究却很少。结论混合学习可以给学生带来多种有益的影响，但目前大多数检查混合学习有效性的系统评价方法质量较低，缺乏标准化的结果评估体系。未来的研究和实践还需要提高报告的标准化，关注混合学习的长期影响，并了解其对患者/社区的影响。

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 in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.