The development and implementation of a blended video watching and peer learning model for master’s nursing students: a quasi-experimental study
Abstract Background With today’s complex needs of the population and high demands in quality of care, there will be a continuing need for expanding role of nurses to assume more responsibilities in healthcare. Newly graduated nurses, who possess the competence to function as Registered Nurses, will...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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BMC
2023-03-01
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| Series: | BMC Nursing |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12912-023-01204-0 |
| _version_ | 1827984700378972160 |
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| author | Arkers Kwan Ching Wong Tommy Tsz Man Hung Jonathan Bayuo Frances Kam Yuet Wong |
| author_facet | Arkers Kwan Ching Wong Tommy Tsz Man Hung Jonathan Bayuo Frances Kam Yuet Wong |
| author_sort | Arkers Kwan Ching Wong |
| collection | DOAJ |
| description | Abstract Background With today’s complex needs of the population and high demands in quality of care, there will be a continuing need for expanding role of nurses to assume more responsibilities in healthcare. Newly graduated nurses, who possess the competence to function as Registered Nurses, will soon recognize that lecture-based, passive delivery of content is not sufficient to deal with the complex healthcare environment. Aim This study aimed to compare the effects of a blended video watching and peer learning program and the usual lecture-based program on the levels of satisfaction and self-confidence in learning, perceptions of peer learning, and academic performance of students enrolled in a master’s nursing program. Methods A quasi-experimental study was conducted. The program was offered to Master of Science in Nursing students during Spring 2021 (intervention group, n = 46), while the usual face-to-face lectures and tutorial classes were provided to students enrolled during Fall 2020 (control group, n = 46). Results There was a statistically significant increase in satisfaction, self-confidence in learning, and academic performance in the intervention group after learning in a blended video-watching and peer learning mode. Conclusion This study fills a knowledge gap to meet the learning needs of time-conscious, part-time students working full time in hospitals. |
| first_indexed | 2024-04-09T23:03:43Z |
| format | Article |
| id | doaj.art-1347c8b8eac24313a147fba7021f0539 |
| institution | Directory Open Access Journal |
| issn | 1472-6955 |
| language | English |
| last_indexed | 2024-04-09T23:03:43Z |
| publishDate | 2023-03-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Nursing |
| spelling | doaj.art-1347c8b8eac24313a147fba7021f05392023-03-22T10:49:00ZengBMCBMC Nursing1472-69552023-03-012211910.1186/s12912-023-01204-0The development and implementation of a blended video watching and peer learning model for master’s nursing students: a quasi-experimental studyArkers Kwan Ching Wong0Tommy Tsz Man Hung1Jonathan Bayuo2Frances Kam Yuet Wong3School of Nursing, The Hong Kong Polytechnic UniversitySchool of Nursing, The Hong Kong Polytechnic UniversitySchool of Nursing, The Hong Kong Polytechnic UniversitySchool of Nursing, The Hong Kong Polytechnic UniversityAbstract Background With today’s complex needs of the population and high demands in quality of care, there will be a continuing need for expanding role of nurses to assume more responsibilities in healthcare. Newly graduated nurses, who possess the competence to function as Registered Nurses, will soon recognize that lecture-based, passive delivery of content is not sufficient to deal with the complex healthcare environment. Aim This study aimed to compare the effects of a blended video watching and peer learning program and the usual lecture-based program on the levels of satisfaction and self-confidence in learning, perceptions of peer learning, and academic performance of students enrolled in a master’s nursing program. Methods A quasi-experimental study was conducted. The program was offered to Master of Science in Nursing students during Spring 2021 (intervention group, n = 46), while the usual face-to-face lectures and tutorial classes were provided to students enrolled during Fall 2020 (control group, n = 46). Results There was a statistically significant increase in satisfaction, self-confidence in learning, and academic performance in the intervention group after learning in a blended video-watching and peer learning mode. Conclusion This study fills a knowledge gap to meet the learning needs of time-conscious, part-time students working full time in hospitals.https://doi.org/10.1186/s12912-023-01204-0EducationNurse practitionersNursingProfessional DevelopmentTeaching |
| spellingShingle | Arkers Kwan Ching Wong Tommy Tsz Man Hung Jonathan Bayuo Frances Kam Yuet Wong The development and implementation of a blended video watching and peer learning model for master’s nursing students: a quasi-experimental study BMC Nursing Education Nurse practitioners Nursing Professional Development Teaching |
| title | The development and implementation of a blended video watching and peer learning model for master’s nursing students: a quasi-experimental study |
| title_full | The development and implementation of a blended video watching and peer learning model for master’s nursing students: a quasi-experimental study |
| title_fullStr | The development and implementation of a blended video watching and peer learning model for master’s nursing students: a quasi-experimental study |
| title_full_unstemmed | The development and implementation of a blended video watching and peer learning model for master’s nursing students: a quasi-experimental study |
| title_short | The development and implementation of a blended video watching and peer learning model for master’s nursing students: a quasi-experimental study |
| title_sort | development and implementation of a blended video watching and peer learning model for master s nursing students a quasi experimental study |
| topic | Education Nurse practitioners Nursing Professional Development Teaching |
| url | https://doi.org/10.1186/s12912-023-01204-0 |
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