Abstract:

Introduction: Blended learning (BL) is positive development in education. This method provokes the learner’s critical thinking and enables them to integrate their knowledge in real life. In the developed countries in 1990s and so on researchers had evaluated qualitative characteristics of blended learning effectiveness in education whereas in Pakistan this concept and in nursing this methodology is in its infancy stage hence based on the gap in the literature this study has explored the perception of the undergraduate nursing students enrolled in blended learning teaching strategy semesters.

Methodology: To answer the research objective phenomenological study design was deployed. 12 in depth interviews were conducted of the undergraduate students who have learned in both blended learning and traditional lecture-based semesters in Lahore School of Nursing, The University of Lahore. Sampling strategy was purposive.

Results: Analysis of 12 students’ interview was conducted with the major themes of Awareness, Learning Strategies, Learning Activities, Evaluation, and Interpersonal Skills. Participants shared a lot of experiences regarding the effectiveness of blended teaching environment comparatively to lecture based teaching semester. Blended learning fosters the nursing students learning and is beneficial to students’ learning in a tertiary environment.

Conclusion: This study adds to the unrevealed area of nursing education related to quality teaching strategy for undergraduate nursing students in order to enable them fully for provision of quality care to the individuals in hospitals and community environment. Thereafter, institutions, policy makers and regulatory bodies should incorporate this strategy in the nursing curriculum in Pakistan.

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