Effectiveness of blended learning in health assessment course among undergraduate nursing students: a quasi-experimental study

Background

Blended learning is popular in nursing education, and teachers and students claim it has beneficial learning outcomes. However, limited evidence exists regarding the positive effects of blended learning in health assessment course.

Aim

To test the effectiveness of blended learning on academic achievement, self-directed learning, and critical thinking in a health assessment course among undergraduate nursing students.

Methods

A quasi-experimental design was used. A total of 215 undergraduate nursing students were enrolled between 2021 and 2022. They were assigned to the blended and traditional learning group. Students in the blended learning group accepted the knowledge and skills learning of health assessment via online and offline learning. Those students in the traditional learning group only received face to face learning.

Results

The mean scores of theory tests and physical examination skills tests of health assessment, and self-directed learning and critical thinking for undergraduate nursing students in the blended learning group were higher than those in the traditional learning group after completing the two learning models.

Conclusion

Blended learning should be considered when teaching health assessment.