Comparing the Effectiveness of Blended Learning and Traditional Lectures in Enhancing Nursing Students Self-Efficacy in Communication Skills

Background: Effective communication is a fundamental competency in nursing, directly influencing patient outcomes and professional collaboration. However, many nursing students report low confidence in their communication abilities, which can hinder clinical performance. With advancements in educational methodologies, blended learning—which combines online digital media with traditional classroom methods—has emerged as a promising strategy for enhancing students’ learning experiences and skill development. This study examines whether blended learning is more effective than traditional lectures in improving nursing students’ self-efficacy in communication skills. Objective: The primary objective of this research was to compare the effectiveness of blended learning and traditional lecture methods in enhancing self-efficacy related to communication skills among undergraduate nursing students. Method: A quantitative comparative cross-sectional study was conducted from January to April 2023 involving 116 nursing students who were conveniently assigned into two instructional groups: one received traditional face-to-face lectures, while the other participated in a blended learning format. Data was collected using a self-administered questionnaire measuring self-efficacy in communication skills and analyzed using SPSS version 26. Results: The results showed that students taught through traditional lectures reported slightly higher self-efficacy scores (Mean = 4.40) than those taught through blended learning (Mean = 4.31). Despite the minor difference, both groups demonstrated relatively high levels of perceived communication competence. Conclusion: Traditional lecture-based instruction may currently be more effective in fostering self-efficacy in communication skills among nursing students. However, the potential of blended learning warrants further exploration, particularly in refining its structure to optimize learning outcomes in clinical communication.