Blended learning: Exploring nurse educators’ perspectives

Abstract

Background: In a rapidly evolving educational landscape, blended learning is becoming an increasingly popular transition from traditional forms of learning and teaching to e-learning. It is therefore important that lecturers adapt their practice and transform their teaching in line with the online platform in use, as this has the potential to benefit students, lecturers and the institution alike. However, little research exists regarding the perspectives of nurse educators on the use of blended learning as a teaching method.

Aim: The study aimed to explore and describe the perspectives of nurse educators on the use of blended learning as a teaching method at the Faculty of Health Sciences at a university in Namibia.

Setting: The study was conducted at a public nurse education institution in Namibia.

Methods: A qualitative exploratory, descriptive design that was contextual was applied to collect data from a convenient sample of 15 lecturers using semi-structured interviews.

Results: Four themes emerged in this study, namely, understanding of blended learning, benefits of utilising blended learning, challenges of utilising blended learning, and recommendations to ensure effective use of blended learning.

Conclusion: The study findings identified potential areas of both strengths and shortcomings in nurse educators’ use of blended learning as a teaching and learning strategy.

Contribution: These findings may be used to develop ongoing strategies and targeted interventions that can strengthen nurse educators’ abilities to design learning environments that are conducive to blended learning.