Introduction: Strategies utilized for the hybrid/blended learner have shown enhancement of students’ comprehension of content as well as meeting their personal needs. Research is based on exploration of alternative teaching strategies. The popular opinion/theory is basic nursing education requires a face to face format for effectiveness. However, with the nursing shortage, the need for greater numbers to fill the workforce, increased student mobility via the internet, and limited college resources in classroom space; a hybrid/ blended learning environment has exploded in academia, particularly in nursing beyond the basic RN program level. The entry level nursing student can also benefit from this paradigm shift.
Aim(s): The authors plan to explore the lived experience of what strategies work well, and which ones are less effective from the faculty and student perspective. A blended learning environment as an option for the ADN program, allows the student independence in learning content supported by faculty presence in the clinical setting. This option allows demonstration of proficiency with critical thinking in client care, as well as greater flexibility for the student, along with increasing enrollment without the constraints of the brick and mortar structure.
Methods: A combined qualitative and quantitative research design is used to demonstrate successful strategies in hybrid/blended learning. Informal qualitative data was collected via standardized student evaluation forms and one on one query with online faculty facilitators and students. Quantitative data collected includes a comparison of academic and clinical grades for the face-to-face students and the hybrid/blended student. As well as recruitment and retention comparisons for both student groups.
Results: Faculty expressed that development and facilitation of the blended courses required a Best Practices Committee with oversight of program development and maintanence.
Qualitative Results
- Faculty and students agreed the key to a successful hybrid/blended learning experience is a single faculty facilitator for each course.
- Best Practices Checklists to open, maintain, and close a course to ensure continuity through out the program
Establish faculty presence through introductions and announcements - Timely and frequent feedback
- Timely discussion forum response to students Establish guidelines for course coordinator and faculty responsibilities/duties
Quantitative results:
- Academic performance was slightly better for hybrid/blended students
- Clinical performance was essentially the same for both student groups
- Recruitment numbers increased due to the number of students requesting placement in the hybrid/blended program
- Retention numbers were essentially the same for both student groups
Conclusions: Hybrid/ Blended learning environments can provide entry level nursing students with not only another option for their education, but also a positive and productive learning experience. Presence of a single faculty facilitator, to guide students as they navigate through their course is essential, and timely feedback from the instructor is a must. Criteria for admission into this option for learning need to be more clearly established to ensure greater student success in the future.
