David Kaniaru^1,, Anne Karani², Waithira Mirie²

Background: Blended learning approach refers to a combination of online and face to face methods in response to learner need and for the achievement of instructional objectives. Technological advancement in the world is influencing the nature of how disciplines conduct training. In order to match with this expectation, nursing has been influenced by both theoretical and clinical practice. Blending represents a fundamental change in the way teachers and students approach the teaching-learning experience. The practice of using technology to deliver coursework in Universities worldwide has seen a veritable explosion in adoption. Purpose: The study aimed at determining utilization scale of engagement in use of blended approach mode in teaching and learning in Kenyan universities. Methodology: This study applied mixed design method in order to obtained detailed information from the study participants of interest to the researcher. The study involved conducting teaching and managing one fourth-year course “NRSG 400: Education Concept and Teaching Strategies in Nursing” in the selected study sites for one trimester, by use of blended mode and conventional teaching and learning strategies. Four out of nineteen (4/19) universities in Kenya that offered Bachelor of Science in Nursing were sampled by use of convenience non-probability sampling. The sample population included two public and two private university. One public and one private university were used as experimental group and control group respectively. The study participants comprised of only general nursing lecturers and fourth year nursing students. Consent forms were filled from the study sites and study participants, anonymity and confidentiality during the study period was maintained. Data was collected by use of observation, self-reported questionnaire, followed by structured focused group discussion at the four study sites. Descriptive and inferential data was processed and analyzed in order to generate simplified information. Results: A total population of (n= 486) comprised of 175 (36.0%) male and 311 (64%) female participants who consented for the study. The students had a mean age of 22 years. 302(62.1%) students were motivated to adopt and use blended mode of learning while, 386 (79.4%) students did not have confidence in eLearning mode. 302 (62.1%) students disagreed with the appropriate time and place for use of blended learning. (60.7%) disagreed that information uploaded on Moodle platform was credible. Furthermore, 376 (75.1%) students stated that they had experience problems with use of learning platform.109 (22.4%) student’s greed that Moodle interface was easy to use. 402 (82.7%) students indicated that they had experienced internet discussions while. Recommendations: More emphasis during sensitization needs to be done in order to increase high level of engagement and utilization of the same in order to address anxiety among students therefore lecturers need to offer continuous support to students as a good gesture role model. Conclusion: There is utilization of blended teaching and learning mode among universities offering Bachelor of Science in Nursing in Kenya but not fully utilized as shown in the above and similar studies in the world.

utilization, blended teaching and learning mode, nurse, Moodle