Adopting blended learning for training student nurses within skills labs in public nursing and midwifery schools in Uganda

Abstract

This study investigated the efficacy of blended learning in enhancing the training of student nurses within skills lab settings across public nursing and midwifery schools in Uganda. The rationale for this study stems from the numerous challenges associated with the current traditional face-to-face teaching methods commonly used in nursing education. Traditional methods rely heavily on in-person demonstrations and limited hands-on practice, which often result in insufficient student engagement and incomplete mastery of critical nursing skills. The rapid increase in student enrollments has further strained the already limited infrastructure in public nursing schools, leading to overcrowded skills labs, reduced tutor-student interaction time, and inadequate access to essential lab resources. These challenges have created gaps in students’ practical skill acquisition, leaving them underprepared for clinical practice. Therefore, the study aimed to assess how blended learning could improve nursing education, specifically within the skills lab settings, and address the existing limitations of traditional face-to-face methods. The study utilized a mixed methods approach, combining positivism and interpretivism to provide a comprehensive understanding of the research problem. A cross-sectional survey design was used to collect data from 80 nursing Nurse Educators, 7 principals, and 7 student representatives from 7 public nursing and midwifery schools in Uganda. Additionally, a quasi-experimental design was employed to evaluate the impact of a blended learning intervention on educator competencies. A case study at School G, involving 9 nurse educators and 10 nursing students, was also conducted. Data were collected through survey questionnaires for quantitative analysis, as well as face-to-face interviews and document reviews for qualitative insights. The findings revealed that nurse educators held positive perceptions towards adopting blended learning in skills lab settings, with many recognizing its potential to enhance student nurse training. However, the study also uncovered a significant gap in the competencies of nurse educators to implement blended learning effectively. While educators were open to the idea, many lacked the necessary skills and knowledge to use blended learning technologies optimally. The quasi-experimental analysis demonstrated that after the introduction of a blended learning intervention, there was a marked improvement in both educator competencies and student learning experiences within the skills lab. The regression analyses also revealed that blended learning improves nursing education in the skills labs. In conclusion, the study highlights the importance of integrating blended learning methodologies into nursing education to overcome the limitations of traditional face-to-face methods and create more dynamic and engaging learning environments. To achieve this, nursing schools should incorporate blended learning into their curricula and prioritize comprehensive training programs for both educators and students. This approach will help optimize the learning experience and better prepare nursing students for clinical practice.