A blended learning using contextual teaching learning: strengthening nursing students’ procedural knowledge and interprofessional collaboration
Introduction:The level of knowledge about the types of teaching instruction through blended learning in nursing education is still lacking. This study aims to develop blended learning using contextual learning and evaluate its effect on procedural knowledge and interprofessional collaboration. Met...
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| Format: | Article |
| Language: | English |
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Universitas Airlangga
2024-02-01
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| Series: | Jurnal Ners |
| Online Access: | https://e-journal.unair.ac.id/JNERS/article/view/47874 |
| _version_ | 1797246839539367936 |
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| author | Musrifatul Uliyah Abdul Aziz Alimul Hidayat Masunatul Ubudiyah |
| author_facet | Musrifatul Uliyah Abdul Aziz Alimul Hidayat Masunatul Ubudiyah |
| author_sort | Musrifatul Uliyah |
| collection | DOAJ |
| description | Introduction:The level of knowledge about the types of teaching instruction through blended learning in nursing education is still lacking. This study aims to develop blended learning using contextual learning and evaluate its effect on procedural knowledge and interprofessional collaboration.
Methods: A quasi-experimental study was conducted from January to March 2022. The total participants were 96 students from one of the nursing departments in Indonesia, who were equally divided into experimental and control groups. The experimental group received a blended learning method with a combination of contextual learning for 400 minutes for four meetings. Meanwhile, 48 students in the control group received traditional blended learning. Mann-Whitney U test to compare between treatment and control groups. The instrument used to measure the interprofessional education variable was the Nurse–Physician Collaboration Scale and procedural knowledge was measured through a test of 25 multiple choice questions about procedural knowledge.
Results: The implementation of blended learning based on contextual teaching significantly increased their procedural knowledge (pre M = 43.30 vs post M = 79.00), and interprofessional collaboration (pre M = 58.08 vs post M = 83.79) with p-value < 0.01.
Conclusions: Blended learning using contextual learning was effective for increasing procedural knowledge and interprofessional collaboration in nursing students. The application of this instruction is highly recommended for nursing departments in higher education institutions as an effort to achieve qualified health workers for sustainable development and well-being. |
| first_indexed | 2024-04-24T19:49:11Z |
| format | Article |
| id | doaj.art-11ebf8d4a0344a35b07d6f711e83d3f6 |
| institution | Directory Open Access Journal |
| issn | 1858-3598 2502-5791 |
| language | English |
| last_indexed | 2024-04-24T19:49:11Z |
| publishDate | 2024-02-01 |
| publisher | Universitas Airlangga |
| record_format | Article |
| series | Jurnal Ners |
| spelling | doaj.art-11ebf8d4a0344a35b07d6f711e83d3f62024-03-25T04:08:23ZengUniversitas AirlanggaJurnal Ners1858-35982502-57912024-02-011919510210.20473/jn.v19i1.4787445961A blended learning using contextual teaching learning: strengthening nursing students’ procedural knowledge and interprofessional collaborationMusrifatul Uliyah0https://orcid.org/0000-0001-8398-3388Abdul Aziz Alimul Hidayat1https://orcid.org/0000-0002-8561-3361Masunatul Ubudiyah2https://orcid.org/0000-0003-2814-1799Department of Nursing, Universitas Muhammadiyah Surabaya, Surabaya, IndonesiaDepartment of Nursing, Universitas Muhammadiyah Surabaya, Surabaya, IndonesiaUniversitas Muhammadiyah Lamongan, Lamongan, IndonesiaIntroduction:The level of knowledge about the types of teaching instruction through blended learning in nursing education is still lacking. This study aims to develop blended learning using contextual learning and evaluate its effect on procedural knowledge and interprofessional collaboration. Methods: A quasi-experimental study was conducted from January to March 2022. The total participants were 96 students from one of the nursing departments in Indonesia, who were equally divided into experimental and control groups. The experimental group received a blended learning method with a combination of contextual learning for 400 minutes for four meetings. Meanwhile, 48 students in the control group received traditional blended learning. Mann-Whitney U test to compare between treatment and control groups. The instrument used to measure the interprofessional education variable was the Nurse–Physician Collaboration Scale and procedural knowledge was measured through a test of 25 multiple choice questions about procedural knowledge. Results: The implementation of blended learning based on contextual teaching significantly increased their procedural knowledge (pre M = 43.30 vs post M = 79.00), and interprofessional collaboration (pre M = 58.08 vs post M = 83.79) with p-value < 0.01. Conclusions: Blended learning using contextual learning was effective for increasing procedural knowledge and interprofessional collaboration in nursing students. The application of this instruction is highly recommended for nursing departments in higher education institutions as an effort to achieve qualified health workers for sustainable development and well-being.https://e-journal.unair.ac.id/JNERS/article/view/47874 |
| spellingShingle | Musrifatul Uliyah Abdul Aziz Alimul Hidayat Masunatul Ubudiyah A blended learning using contextual teaching learning: strengthening nursing students’ procedural knowledge and interprofessional collaboration Jurnal Ners |
| title | A blended learning using contextual teaching learning: strengthening nursing students’ procedural knowledge and interprofessional collaboration |
| title_full | A blended learning using contextual teaching learning: strengthening nursing students’ procedural knowledge and interprofessional collaboration |
| title_fullStr | A blended learning using contextual teaching learning: strengthening nursing students’ procedural knowledge and interprofessional collaboration |
| title_full_unstemmed | A blended learning using contextual teaching learning: strengthening nursing students’ procedural knowledge and interprofessional collaboration |
| title_short | A blended learning using contextual teaching learning: strengthening nursing students’ procedural knowledge and interprofessional collaboration |
| title_sort | blended learning using contextual teaching learning strengthening nursing students procedural knowledge and interprofessional collaboration |
| url | https://e-journal.unair.ac.id/JNERS/article/view/47874 |
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