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Browsing Library by Author "Berga, Keri-Ann"

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    Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: a quasi-experimental study
    (2021) Berga, Keri-Ann; Vadnais, Elisha; Nelson, Jody; Johnston, Sharon; Buro, Karen; Hu, Rui
    Background: Blended learning, which integrates face-to-face and online instruction, is increasingly being adopted. A gap remains in the literature related to blended learning, self-efficacy, knowledge and perceptions in undergraduate nursing. Objectives: To investigate outcomes of self-efficacy, knowledge and perceptions related to the implementation of a newly blended course. Design: This was a quasi-experimental pre-post test design. Setting: This study was conducted at an undergraduate university in Alberta, Canada. Participants: A total of 217 second-year undergraduate nursing students participated and 187 participants completed all study components. Methods: A convenience sampling method was used. Data were collected at the start and end of the semesters. Data were analyzed using descriptive and inferential statistics using R(3.4.3) and R-Studio(1.1.423). Results: There were no significant differences in self-efficacy scores between groups or in the pre-post surveys (p > 0.100) over time. There was no significant difference in knowledge between the blended online and face-to-face groups (p > 0.100). For students in the blended course, perceptions of the online learning environment were positive. Conclusion: Blended learning has the potential to foster innovative and flexible learning opportunities. This study supports continued use and evaluation of blended learning as a pedagogical approach.
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    Unexplored territory: measuring self-efficacy, student knowledge and satisfaction in a blended health assessment in nursing course
    (2017) Berga, Keri-Ann; Vadnais, Elisha; Nelson, Jody; Johnston, Sharon; Mitchell, Agnes; Hu, Rui; Olaiya, Bo
    Notable gaps exist within the literature on Blended Learning (BL) in undergraduate nursing curricula (McCutcheon et al., 2015), and research has suggested that newly developed BL modules should be tested repeatedly to identify differences and facilitate the development of effective BL in nursing education (Hsu & Hsieh, 2011). This current research further explores BL in the undergraduate nursing context, through a comparison of BL and traditional face-to-face learning in health assessment education.