Analysis of Impact of Blended Learning in Nursing Research Education

The efficacy of blended learning, which was first introduced in the 1960s, has been demonstrated in a variety of educational disciplines. Nevertheless, there is a significant lack of research that specifically addresses its implementation in the teaching of nursing research courses in the Indian context. The importance of improving the research skills of undergraduate nursing students in India has been emphasized in a multitude of studies. In order to assess the efficacy of blended learning pedagogy in instructing the main course of nursing research and statistics to 120 undergraduate nursing students was implemented in their final year at specific nursing colleges in the Western state of India, this investigation implements a quasiexperimental research methodology. The control group was subjected to an Online Learning (OL) intervention, while the experimental group received an intervention using Online Blended Learning (OBL) pedagogy. The findings suggest that OBL substantially improves knowledge, skills, attitudes, and active learning in comparison to OL. The mean knowledge score was 23.73 in OL and 34.9 in OBL, the mean attitude score was 92.4 in OL and 104.5 in OBL, the mean skill score was 106.6 in OL and 107.6 in OBL, and the mean active learning score was 61.9 in OL and 62.6 in OBL. These findings indicate that Online Blended Learning promotes self-paced learning, accessibility to study materials, and increased student engagement, thereby alleviating research anxiety among undergraduate nursing students.