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Keywords

Blended, Nursing, Online, Undergraduate

 

Authors

  1. Barbagallo, Michael S. PhD, BSc(Hons), Grad Cert Ed (Tert)
  2. Porter, Joanne E. PhD, MN, Grad Dip CC, Grad Cert Ed, Grad Dip HSM, BN, RN
  3. Lamunu, Medina BN(Hon), RN

Abstract

Blended online and digital learning includes a variety of activities that combine engaging classroom-based education with online learning. The aim of this study is to evaluate undergraduate students' perceptions of a blended online and digital curriculum for anatomy and physiology in the nursing degree program. A quantitative methodology was used with a sample of 100 undergraduate nursing students from a single Australian University. Descriptive statistics are and presented in this article. Of the 100 participants, 90% were enrolled in the standard mode compared to 10% in a flexible mode of delivery. Results indicated that 29% of participants preferred laboratory classes as having the most impact. Participants (46%) also agreed that recorded lectures were useful, with 36% indicating that the online platform was easy to navigate going as far as wanting more online quizzes (49%). More than half of the participants (54%) acknowledged that anatomy and physiology was important for their future careers. The blended online and digital learner preferences in delivering anatomy and physiology-related courses should be adjusted in order for learning to be effective for undergraduate students in the future.