Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.695668
Title: Online learning versus blended learning for teaching the principles of clinical supervision to undergraduate nursing students : an experimental study
Author: McCutcheon, Karen
ISNI:       0000 0004 5990 6456
Awarding Body: Queen's University Belfast
Current Institution: Queen's University Belfast
Date of Award: 2015
Availability of Full Text:
Full text unavailable from EThOS. Please contact the current institution’s library for further details.
Abstract:
Aim. To explore the impact of an online learning versus a blended learning approach on undergraduate nursing students with regards to their motivation and attitudes in relation to clinical supervision and their knowledge and satisfaction with the teaching modality. Background. Traditional teaching methods in higher education have achieved much success and have a proven track record of graduate attainment. Contemporary online and blended learning teaching methods have less supporting evidence of success due to their emergent state of development. Design. An experimental study using a randomised control design Methods. This study was conducted from 1 st June 2013 - 1 st July 2013, with 125 undergraduate nursing students, intervention group (n=63), control group (n=62). Data was collected using a modified version of the Manchester Clinical Supervision Scale-36, a Multiple Choice Questionnaire and a training evaluation. The intervention group received clinical supervision training via a blended learning approach and the control group received online only clinical supervision training. Data was analysed using t-tests and multiple linear regressions. Thematic analysis was conducted on data retrieved from open ended questions included in the training evaluation. Results. The intervention and control groups reported statistically significant results with regards to knowledge (p=0.015) and satisfaction (p=0.001). No statistical difference was reported with regards to attitude and motivation towards clinical supervision. The training evaluation regression model reported a statistical significance, with a positive Beta value (0.339), which indicated a higher level of satisfaction related to teaching delivery (in a positive direction). The thematic analysis reported five themes which were all recognised as impacting on the students' level of satisfaction with the clinical supervision training. Conclusion. The evidence from this study suggests that blended learning does have added value when compared to full online learning in terms of student satisfaction and knowledge when teaching clinical supervision skills.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.N.P) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.695668  DOI: Not available
Share: