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Implementing Blended Learning to Increase Information Capabilities and Self-Learning Ability

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DOI: 10.23977/medcm.2021.030228 | Downloads: 8 | Views: 791

Author(s)

YaGe DU 1, FangFang LIANG 2, HaoYing DOU 1, Li Pei 1

Affiliation(s)

1 College of Nursing, Tianjin University of Traditional Chinese Medicine, Tianjin, 301617, China
2 Tianjin Stomatological Hospital, Tianjin, 301617, China

Corresponding Author

HaoYing DOU

ABSTRACT

A quasi-experimental pretest-posttest nonequivalent control group design was used. A total of 67 students participated in this study. The blended learning (BL) group received teaching through blended learning. The nursing information awareness and information capabilities and study motivation presented statistically significant differences in BL group after three consecutive semesters (p < 0.05). The study motivation in the BL group were significantly higher than the Lecture-Based learning group (p < 0.05). These findings showed that the blended learning is a meaningful, effective educational strategy.

KEYWORDS

Blended learning, Evidence-based nursing, Nursing education, Organ transplantation nursing, Self-regulated learning, Surgical nursing

CITE THIS PAPER

YaGe DU, FangFang LIANG, HaoYing DOU, Li Pei, Implementing Blended Learning to Increase Information Capabilities and Self-Learning Ability. MEDS Chinese Medicine (2021) 3: 133-137. DOI: http://dx.doi.org/10.23977/medcm.2021.030228

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