Determining the effects of blended learning using the community of inquiry on nursing students' learning gains in sudden patient deterioration module

Abstract

Aims: To determine the effectiveness of blended learning using the community of inquiry framework on nursing students' learning gains in a sudden patient deterioration module.

Design: A quasi-experimental trial.

Methods: 233 Chinese nursing students in their fourth semester of a sudden patient deterioration learning module were assigned to control (N = 113) and experimental group (N = 120). Students in experimental group engaged in community of inquiry-based blended learning in sudden patient deterioration module, including computer-aided self-instruction, team-based topic discussion and simulation training. Control group learned similar contents through face-to-face teaching comprising of a presentation with lecture, tutorial and simulation training. Student assessment of learning gains, knowledge and practical ability was quantified after the interventions.

Results: Compared with control group, students in experimental group had improved student assessment of learning gains (p = .001, Cohen d = 0.69) and practical ability (p < .001, Cohen d = 0.48). Although no significant difference in overall knowledge score, experimental group students did better performance in application and analysis (p = .001, Cohen d = 0.45).

Keywords: community of inquiry; learning gains; nursing; patient deterioration; teaching strategies.