Research Article
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Year 2022, Volume: 12 Issue: 2, 507 - 513, 30.06.2022
https://doi.org/10.33808/clinexphealthsci.996865

Abstract

References

  • [1] The Society of Endocrinology and Metabolism of Turkey (SEMT). Clinical practice guideline for diagnosis, treatment and follow-up of diabetes mellitus and ıts complications –12th ed. Ankara: Bayt; 2019.
  • [2] Hollis M, Glaister K, Anne Lapsley J. Do practice nurses have the knowledge to provide diabetes self-management education?. Contemp Nurse. 2014;46(2):234-241.
  • [3] Chan MF, Zang YL. Nurses’ perceived and actual level of diabetes mellitus knowledge: results of a cluster analysis. J Clin Nurs. 2007;16(7b):234-242.
  • [4] Gerard SO, Griffin MQ, Fitzpatrick J. Advancing quality diabetes education through evidence and innovation. J Nurs Care Qual. 2010;25(2):160-167.
  • [5] Modic MB, Vanderbilt A, Siedlecki SL, Sauvey R, Kaser N, Yager C. Diabetes management unawareness: what do bedside nurses know? Appl Nurs Res. 2014;27:157–161.
  • [6] Tawalbeh L, Gharaibeh B. Diabetes knowledge among university nursing students in the North of Jordan. Pak J Nutr. 2014;13(12):728.
  • [7] Yacoub M, Demeh W, Darawad M, Barr J, Saleh A, Saleh M. An assessment of diabetes-related knowledge among registered nurses working in hospitals in Jordan. Int Nurs Rev. 2014;61(2):255–262.
  • [8] Alotaibi A, Al-Ganmi A, Gholizadeh L, Perry L. Diabetes knowledge of nurses in different countries: An integrative review. Nurse Educ Today. 2016;39:32-49.
  • [9] Ramjan LM, Watanabe H, Salamonson Y. Diabetes knowledge and perceptions among nursing students, and curriculum differences in Japan and Australia: A cross-sectional study. Nurse Educ Today. 2017; 53:7-12.
  • [10] Friesen, N. Report: Defining blended learning (cited: 29 September 2016) Available from: http://learningspaces. org/ papers/Defining_Blended_Learnin g_NF.
  • [11] Bliuc AM, Goodyear P, Ellis RA. Research focus and methodological choices in studies into students’ experiences of blended learning in higher education. Internet High Educ. 2007;10 (4):231–244.
  • [12] Aydın CÇ. Biroğul S. E – öğrenmede açık kaynak kodlu öğretim yönetim sistemleri ve Moodle. Bilişim Teknolojileri Dergisi, 2008; 1(2): 31-36 (Turkish)
  • [13] İşman A. Distance learning. 4th Ed. Ankara: Pegem Academy; 2011. (Turkish).
  • [14] Ireland J, Johnson N, Adams D, Eboh W, Mowatt E. Blended learning in education: effects on knowledge and attitude. Br J Nurs. 2009;18(2):124–130.
  • [15] Shorey S, Kowitlawakul Y, Devi MK, Chen HC, Soong SKA, Ang E. Blended learning pedagogy designed for communication module among undergraduate nursing students: A quasi-experimental study. Nurse Educ Today. 2018;61:120-126.
  • [16] Hsu LL. Blended learning in ethics education: a survey of nursing students. Nurs Ethics. 2011;18(3):418–430.
  • [17] Rowe M, Frantz J, Bozalek V. The role of blended learning in the clinical education of healthcare students: a systematic review. Med Teach. 2012; 34(4):216–221.
  • [18] Li Z, Tsai MH, Tao J, Lorentz C. Switching to blended learning: the impact on students’ academic performance. J Nurs Educ Pract. 2014;4(3):245–251.
  • [19] Jang HJ, Hong, SY. Effect of blended learning in nursing education. International Journal of Multimedia and Ubiquitous Engineering 2016;11(5):297–304.
  • [20] McCutcheon K, Lohan M, Traynor M, Martin D. A systematic review evaluating the impact of online or blended learning vs. face-to-face learning of clinical skills in undergraduate nurse education. J Adv Nurs. 2015;71(2):255-270.
  • [21] Okuroğlu GK, Alpar ŞE. Effect of Web‐based diabetes training program on diabetes-related knowledge, attitudes, and skills of health professionals: A randomized controlled trial. Jpn J Nurs Sci. 2019;16(2):184-193.
  • [22] Büyüköztürk Ş. Data analysis handbook for social sciences. 10th ed. Ankara: Pegem; 2009. (Turkish)
  • [23] Okuroğlu GK, & Alpar ŞE. Development of a web-based diabetes education program for health care professionals. J Contin Educ Nurs. 2016;47(10):464-471.
  • [24] Bielawski L, Metcalf DS. Blended eLearning: Integrating Knowledge, Performance Support, and Online Learning. 2nd ed. Amherst: HRD; 2005.
  • [25] O’Byrne WI, Pytash KE. Hybrid and blended learning. J Adolesc Adult Lit. 2015;59(2):137–140.
  • [26] Kurt S.Ç, Yıldırım İ, Cücük E. The Effects of blended learning on student achievement: a metaanalysis study. H. U. Journal Of Education. 2017; 33(3):776-802.
  • [27] Wu XV, Chi Y, Selvam UP, Devi MK, Wang W, Chan YS, Wee FC, Zhao S, Sehgal V, Ang NKE. A clinical teaching blended learning program to enhance registered nurse preceptors’ teaching competencies: pretest and posttest study. J Med Internet Res. 2020;22(4):e18604.
  • [28] Farzi K, Mohammadipour F, Toulabi T, Heidarizadeh K, Heydari F. The effect of blended learning on the rate of medication administration errors of nurses in medical wards. Iran J Nurs Midwifery Res. 2020;25(6):527-532.
  • [29] Liu Q, Peng W, Zhang F, Hu R, Li Y, Yan W. The effectiveness of blended learning in health professions: systematic review and meta-analysis. J Med Internet Res. 2016;18(1):e2.
  • [30] Zhan X, Zhang Z, Sun F, Liu Q, Peng W, Zhang H, Yan W. Effects of improving primary health care workers’ knowledge about public health services in rural china: a comparative study of blended learning and pure e-learning. J J Med Internet Res. 2017;19(5):e116.
  • [31] Li C, He J, Yuan C, Chen B, Sun Z. The effects of blended learning on knowledge, skills, and satisfaction in nursing students: A meta-analysis. Nurse Educ Today. 2019;82:51-57.
  • [32] Sung YH, Kwon IG, Ryu E. Blended learning on medication administration for new nurses: integration of e-learning and face-to-face instruction in the classroom. Nurse Educ Today. 2008;28(8):943-952.
  • [33] Sáiz-Manzanares MC, Escolar-Llamazares MC, Arnaiz González Á. Effectiveness of blended learning in nursing education. Int J Environ Res. 2020;17(5):1589.
  • [34] Tokunaga K, Yamaguchi Y, Yamamoto M. The evaluation of nursing students to nursing skill practices using the blended learning in Japan. Int J Learn Teach Educ. Res. 2017;3(1):19-22.
  • [35] Alvarez A, Dal Sasso G, Iyengar M. Persuasive technology in teaching acute pain assessment in nursing: results in learning based on pre and post-testing. Nurse Educ Today. 2017;50(1):109–114.
  • [36] Verkuyl M, Hughes M, Tsui J, Betts L, St-Amant O, Lapum L. Virtual gaming simulation in nursing education: a focus group study. J Nurs Educ. 2017;56(5), 274–280.
  • [37] Strickland K, Gray C, Hill G. The use of podcasts to enhance research-teaching linkages in undergraduate nursing students. Nurse Educ Pract. 2012;12(4): 210-214.
  • [38] Choi S, Kim Y. Effects of smoking cessation interventions education program based on blended learning among nursing students in South Korea. Osong Public Health Res Perspect. 2018;9(4):185–191.
  • [39] Zolfaghari M, Negarandeh R, Eybpoosh S. Developing a blended learning program for nursing and midwifery students in Iran: Process and preliminary outcomes. Iran J Nurs Midwifery Res. 2013;18(1):20-26

Effectiveness of Diabetes Nursing Course Designed With Hybrid Learning Pedagogy: A Pilot Study

Year 2022, Volume: 12 Issue: 2, 507 - 513, 30.06.2022
https://doi.org/10.33808/clinexphealthsci.996865

Abstract

Objective: This study aimed to examine the effectiveness of hybrid learning pedagogy in a redesigned diabetes nursing course for senior nursing students in enhancing knowledge and skills related to diabetes education.
Methods: A single-group pre-test and post-test quasi-experimental design were used. The study was conducted between January-June 2018 in a state university's nursing department in Istanbul, Turkey. Sixteen senior nursing students were included in the sample group of the study.
Results: It was detected that the Insülin Injection Skill Checklist (II-SC) post-test score, Blood Glucose Measurement Skill Checklist (BGM-SC) post-test score, and Educational Skills Checklist (ESC) post-test score were significantly higher than the pre-test scores. There was a significant difference between the Mini Exams (ME) pre-test and post-test scores of participants for each online lesson.
Conclusions: The study results showed that a hybrid learning-based diabetes nursing course effectively increases the knowledge and skills of students regarding diabetes education.

References

  • [1] The Society of Endocrinology and Metabolism of Turkey (SEMT). Clinical practice guideline for diagnosis, treatment and follow-up of diabetes mellitus and ıts complications –12th ed. Ankara: Bayt; 2019.
  • [2] Hollis M, Glaister K, Anne Lapsley J. Do practice nurses have the knowledge to provide diabetes self-management education?. Contemp Nurse. 2014;46(2):234-241.
  • [3] Chan MF, Zang YL. Nurses’ perceived and actual level of diabetes mellitus knowledge: results of a cluster analysis. J Clin Nurs. 2007;16(7b):234-242.
  • [4] Gerard SO, Griffin MQ, Fitzpatrick J. Advancing quality diabetes education through evidence and innovation. J Nurs Care Qual. 2010;25(2):160-167.
  • [5] Modic MB, Vanderbilt A, Siedlecki SL, Sauvey R, Kaser N, Yager C. Diabetes management unawareness: what do bedside nurses know? Appl Nurs Res. 2014;27:157–161.
  • [6] Tawalbeh L, Gharaibeh B. Diabetes knowledge among university nursing students in the North of Jordan. Pak J Nutr. 2014;13(12):728.
  • [7] Yacoub M, Demeh W, Darawad M, Barr J, Saleh A, Saleh M. An assessment of diabetes-related knowledge among registered nurses working in hospitals in Jordan. Int Nurs Rev. 2014;61(2):255–262.
  • [8] Alotaibi A, Al-Ganmi A, Gholizadeh L, Perry L. Diabetes knowledge of nurses in different countries: An integrative review. Nurse Educ Today. 2016;39:32-49.
  • [9] Ramjan LM, Watanabe H, Salamonson Y. Diabetes knowledge and perceptions among nursing students, and curriculum differences in Japan and Australia: A cross-sectional study. Nurse Educ Today. 2017; 53:7-12.
  • [10] Friesen, N. Report: Defining blended learning (cited: 29 September 2016) Available from: http://learningspaces. org/ papers/Defining_Blended_Learnin g_NF.
  • [11] Bliuc AM, Goodyear P, Ellis RA. Research focus and methodological choices in studies into students’ experiences of blended learning in higher education. Internet High Educ. 2007;10 (4):231–244.
  • [12] Aydın CÇ. Biroğul S. E – öğrenmede açık kaynak kodlu öğretim yönetim sistemleri ve Moodle. Bilişim Teknolojileri Dergisi, 2008; 1(2): 31-36 (Turkish)
  • [13] İşman A. Distance learning. 4th Ed. Ankara: Pegem Academy; 2011. (Turkish).
  • [14] Ireland J, Johnson N, Adams D, Eboh W, Mowatt E. Blended learning in education: effects on knowledge and attitude. Br J Nurs. 2009;18(2):124–130.
  • [15] Shorey S, Kowitlawakul Y, Devi MK, Chen HC, Soong SKA, Ang E. Blended learning pedagogy designed for communication module among undergraduate nursing students: A quasi-experimental study. Nurse Educ Today. 2018;61:120-126.
  • [16] Hsu LL. Blended learning in ethics education: a survey of nursing students. Nurs Ethics. 2011;18(3):418–430.
  • [17] Rowe M, Frantz J, Bozalek V. The role of blended learning in the clinical education of healthcare students: a systematic review. Med Teach. 2012; 34(4):216–221.
  • [18] Li Z, Tsai MH, Tao J, Lorentz C. Switching to blended learning: the impact on students’ academic performance. J Nurs Educ Pract. 2014;4(3):245–251.
  • [19] Jang HJ, Hong, SY. Effect of blended learning in nursing education. International Journal of Multimedia and Ubiquitous Engineering 2016;11(5):297–304.
  • [20] McCutcheon K, Lohan M, Traynor M, Martin D. A systematic review evaluating the impact of online or blended learning vs. face-to-face learning of clinical skills in undergraduate nurse education. J Adv Nurs. 2015;71(2):255-270.
  • [21] Okuroğlu GK, Alpar ŞE. Effect of Web‐based diabetes training program on diabetes-related knowledge, attitudes, and skills of health professionals: A randomized controlled trial. Jpn J Nurs Sci. 2019;16(2):184-193.
  • [22] Büyüköztürk Ş. Data analysis handbook for social sciences. 10th ed. Ankara: Pegem; 2009. (Turkish)
  • [23] Okuroğlu GK, & Alpar ŞE. Development of a web-based diabetes education program for health care professionals. J Contin Educ Nurs. 2016;47(10):464-471.
  • [24] Bielawski L, Metcalf DS. Blended eLearning: Integrating Knowledge, Performance Support, and Online Learning. 2nd ed. Amherst: HRD; 2005.
  • [25] O’Byrne WI, Pytash KE. Hybrid and blended learning. J Adolesc Adult Lit. 2015;59(2):137–140.
  • [26] Kurt S.Ç, Yıldırım İ, Cücük E. The Effects of blended learning on student achievement: a metaanalysis study. H. U. Journal Of Education. 2017; 33(3):776-802.
  • [27] Wu XV, Chi Y, Selvam UP, Devi MK, Wang W, Chan YS, Wee FC, Zhao S, Sehgal V, Ang NKE. A clinical teaching blended learning program to enhance registered nurse preceptors’ teaching competencies: pretest and posttest study. J Med Internet Res. 2020;22(4):e18604.
  • [28] Farzi K, Mohammadipour F, Toulabi T, Heidarizadeh K, Heydari F. The effect of blended learning on the rate of medication administration errors of nurses in medical wards. Iran J Nurs Midwifery Res. 2020;25(6):527-532.
  • [29] Liu Q, Peng W, Zhang F, Hu R, Li Y, Yan W. The effectiveness of blended learning in health professions: systematic review and meta-analysis. J Med Internet Res. 2016;18(1):e2.
  • [30] Zhan X, Zhang Z, Sun F, Liu Q, Peng W, Zhang H, Yan W. Effects of improving primary health care workers’ knowledge about public health services in rural china: a comparative study of blended learning and pure e-learning. J J Med Internet Res. 2017;19(5):e116.
  • [31] Li C, He J, Yuan C, Chen B, Sun Z. The effects of blended learning on knowledge, skills, and satisfaction in nursing students: A meta-analysis. Nurse Educ Today. 2019;82:51-57.
  • [32] Sung YH, Kwon IG, Ryu E. Blended learning on medication administration for new nurses: integration of e-learning and face-to-face instruction in the classroom. Nurse Educ Today. 2008;28(8):943-952.
  • [33] Sáiz-Manzanares MC, Escolar-Llamazares MC, Arnaiz González Á. Effectiveness of blended learning in nursing education. Int J Environ Res. 2020;17(5):1589.
  • [34] Tokunaga K, Yamaguchi Y, Yamamoto M. The evaluation of nursing students to nursing skill practices using the blended learning in Japan. Int J Learn Teach Educ. Res. 2017;3(1):19-22.
  • [35] Alvarez A, Dal Sasso G, Iyengar M. Persuasive technology in teaching acute pain assessment in nursing: results in learning based on pre and post-testing. Nurse Educ Today. 2017;50(1):109–114.
  • [36] Verkuyl M, Hughes M, Tsui J, Betts L, St-Amant O, Lapum L. Virtual gaming simulation in nursing education: a focus group study. J Nurs Educ. 2017;56(5), 274–280.
  • [37] Strickland K, Gray C, Hill G. The use of podcasts to enhance research-teaching linkages in undergraduate nursing students. Nurse Educ Pract. 2012;12(4): 210-214.
  • [38] Choi S, Kim Y. Effects of smoking cessation interventions education program based on blended learning among nursing students in South Korea. Osong Public Health Res Perspect. 2018;9(4):185–191.
  • [39] Zolfaghari M, Negarandeh R, Eybpoosh S. Developing a blended learning program for nursing and midwifery students in Iran: Process and preliminary outcomes. Iran J Nurs Midwifery Res. 2013;18(1):20-26
There are 39 citations in total.

Details

Primary Language English
Subjects Health Care Administration
Journal Section Articles
Authors

Gülten Okuroğlu 0000-0003-2231-3924

Şule Alpar Ecevit 0000-0003-0951-0106

Publication Date June 30, 2022
Submission Date September 17, 2021
Published in Issue Year 2022 Volume: 12 Issue: 2

Cite

APA Okuroğlu, G., & Alpar Ecevit, Ş. (2022). Effectiveness of Diabetes Nursing Course Designed With Hybrid Learning Pedagogy: A Pilot Study. Clinical and Experimental Health Sciences, 12(2), 507-513. https://doi.org/10.33808/clinexphealthsci.996865
AMA Okuroğlu G, Alpar Ecevit Ş. Effectiveness of Diabetes Nursing Course Designed With Hybrid Learning Pedagogy: A Pilot Study. Clinical and Experimental Health Sciences. June 2022;12(2):507-513. doi:10.33808/clinexphealthsci.996865
Chicago Okuroğlu, Gülten, and Şule Alpar Ecevit. “Effectiveness of Diabetes Nursing Course Designed With Hybrid Learning Pedagogy: A Pilot Study”. Clinical and Experimental Health Sciences 12, no. 2 (June 2022): 507-13. https://doi.org/10.33808/clinexphealthsci.996865.
EndNote Okuroğlu G, Alpar Ecevit Ş (June 1, 2022) Effectiveness of Diabetes Nursing Course Designed With Hybrid Learning Pedagogy: A Pilot Study. Clinical and Experimental Health Sciences 12 2 507–513.
IEEE G. Okuroğlu and Ş. Alpar Ecevit, “Effectiveness of Diabetes Nursing Course Designed With Hybrid Learning Pedagogy: A Pilot Study”, Clinical and Experimental Health Sciences, vol. 12, no. 2, pp. 507–513, 2022, doi: 10.33808/clinexphealthsci.996865.
ISNAD Okuroğlu, Gülten - Alpar Ecevit, Şule. “Effectiveness of Diabetes Nursing Course Designed With Hybrid Learning Pedagogy: A Pilot Study”. Clinical and Experimental Health Sciences 12/2 (June 2022), 507-513. https://doi.org/10.33808/clinexphealthsci.996865.
JAMA Okuroğlu G, Alpar Ecevit Ş. Effectiveness of Diabetes Nursing Course Designed With Hybrid Learning Pedagogy: A Pilot Study. Clinical and Experimental Health Sciences. 2022;12:507–513.
MLA Okuroğlu, Gülten and Şule Alpar Ecevit. “Effectiveness of Diabetes Nursing Course Designed With Hybrid Learning Pedagogy: A Pilot Study”. Clinical and Experimental Health Sciences, vol. 12, no. 2, 2022, pp. 507-13, doi:10.33808/clinexphealthsci.996865.
Vancouver Okuroğlu G, Alpar Ecevit Ş. Effectiveness of Diabetes Nursing Course Designed With Hybrid Learning Pedagogy: A Pilot Study. Clinical and Experimental Health Sciences. 2022;12(2):507-13.

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