The Impact of Different Learning Methods on Nursing Students Learning Styles at the University of Lahore, Pakistan
Abstract:
Blended
learning (BL) is positive development in education. This method provokes the learner’s
critical thinking and given different ways for implementation of their knowledge
in real life. The objective of the study is to determine the difference of blended
learning teaching strategy and lecture-based teaching strategy on the learning outcome
of the undergraduate nursing students in Lahore, Pakistan.
Quasi experimental
study design was used by utilizing control and experimental groups for comprising
two methods of students learning. 197 participants were recruited in control group
and experimental groups. The study sample was determined through the convenient
sampling method.
In this
study the establishing reliability and construct validity of the tool was 0.7 and
0.75 respectively. In addition to this internal consistency Cronbach's coefficient
alpha was computed 0.70. Generally, the reliability and validity were considered
acceptable and satisfactory above 0.70.
The results
findings revealed that blended learning has significant relationship with awareness
(p= < 0.02) learning strategies (p= < 0.07) learning activities (p=< 0.06),
evaluation (p=0.04) among the experimental groups.
In the
conclusion, blended learning significantly improves the learning of the students
and provides the space for better skills in the clinical setting simultaneously.
Thereafter, institutions, policy makers and regulatory bodies should incorporate
this strategy in the nursing curriculum in Pakistan.
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