Utilization of Blended Approach Mode in Teaching and Learning for Undergraduate Nurses in Kenya

David Kaniaru^1, , Anne Karani² and Waithira Mirie²

¹Masinde Muliro University of Science and Technology, School of Nursing Midwifery and Paramedics

²Nursing and Nursing Education, School of Nursing Science University of Nairobi

Cite this paper:
David Kaniaru, Anne Karani and Waithira Mirie. Utilization of Blended Approach Mode in Teaching and Learning for Undergraduate Nurses in Kenya. American Journal of Nursing Research. 2018; 6(6):466-470. doi: 10.12691/ajnr-6-6-14

Abstract

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.

Keywords:
utilization blended teaching and learning mode nurse Moodle

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Garrison, D.R & Kanuka, H., (2004). Blended learning; uncovering its transformative potential in higher education 7 pp.95-105.
[2]	Arbough, J.B. (2008). “Managing the On-line classroom”. A study of Technology and Behavioural Characteristics of web-based MBA courses. Journal of high technology management Research. Vol 3: pp. 2003-223.
[3]	Donaldson, S. K., & Crowley, D. M. (2012). The discipline of nursing In J. W. Kenney (Ed.), Philosophical and theoretical perspectives for advanced nursing practice (pp. 10-21). Sudbury M.A.: Jones and Bartlett Publishers.
[4]	Gallagher, P. (2007). Preconceptions and learning to be a nurse. Nurse Education Today, 27(8) 320-329.
[5]	Bloomfield J.G., While A.E, Roberts J.D (2008). Using Computer Assisted Learning for Clinical Skills Education in Nursing: integrative review. Advance Journal of Nursing. 63(3): 222-35.
[6]	Bonk, C., & Graham, C. (Eds.). (2006). the Handbook of Blended learning: global perspectives.
[7]	Ainsley B., Brown. A. (2009). The Impact of Informatics on Nursing Education: A Review of the Literature. The Journal of Continuing Education in Nursing. Vol 40(5), 228-32.
[8]	Basaki, S. (2006). Information &Technology and Education; the case study of learning in Indonesia’. Korean- ASEAN Academic Conference on information Revolution and cultural integration in East Asia. International journal of Science and technology. Vol 16:127-133.
[9]	Dickerson S, Reinhart AM, Feeley TH, Bidani R, Rich E, Garg VK, Hershey CO. (2004). Patient Internet use for health information at three urban primary care clinics. J Am Med Inform Assoc; 11: 499-504.
[10]	Joel S. Mtebe and Christina Raphael. (2013). Students’ experiences and challenges of blended learning at the University of Darussalam, Tanzania. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2013, Vol. 9, Issue 3, pp. 124-136.
[11]	Rose Marie. N (2007): Foundations of Nursing Research; 6th Ed Pearson Education New Jersey.
[12]	Yamane, Taro. (1967). Statistics: An Introductory Analysis, 2nd Edition, New York: Harper and Row.
[13]	Kashorda, M., & Waema, T. (2014). E-Readiness survey of Kenyan Universities (2013) report. Nairobi: Kenya Education Network.
[14]	Taurus, J.K, Gichoya, D. and Muumbo, A. (2015), Challenges of Implementing E-Learning in Kenya: A Case of Kenyan Public Universities, International Review of Research in Open and Distributed Learning, Vol 16 No 1.
[15]	Isabirye, A.K., and Dlodlo, N. (2014). Perceived Inhibitors of Innovative E-Learning Teaching Practice at a South African University of Technology. Mediterranean Journal of Social, Vol 5 No 4 March 2014.
[16]	Oroma. J. and Mduma, N. (2013a). Evaluating the Challenges of Technology Enhanced Learning in Universities in Tanzania, IST-Africa 2013 Proceedings, IEEE Xplore.
[17]	Tshabalala, M., Ndeya-Ndereya, C. and van der Merwe, T. (2014), Implementing Blended Learning at a Developing University: Obstacles in the way, Electronic. Journal of e-Learning Volume 12 Issue 1 2014, (pp101-110).
[18]	Graf, S. (2007). Adaptivity in learning management systems focussing on learning styles. (Doctoral dissertation). Athabasca University, Canada.
[19]	Gilbert, J., Mortion, S., Rowley, J. (2011). “E-learning; the student experience.” British journal of Education and Technology. Vol 38 (4) pp. 560-573.
[20]	Hussein, R., Adiatia warman, Mohamed, N.E., (2007). ELearning acceptance in developing country. A case of the Indonesia Open University. In a paper presented at the German e-science conference, 2007.
[21]	Folorunso, O., Ogunseye, O.S., & Sharma, S.K. (2006). An exploratory study of the critical factors affecting the acceptability of e-learning in Nigerian universities. Information Management and Computer Security, 14(5), 496-505.