Blended learning Component in nursing education: A systematic review

Abstract

Nursing education stands to benefit from the potential effectiveness and elevated quality offered by blended learning programs. Through the evaluation of analogous works, this study endeavors to pinpoint the essential components of blended learning in nursing education. This study employed a systematic review methodology encompassing literature search, data evaluation, and data analysis. Comprehensive searches were conducted across PubMed, Scopus, Web of Science, ProQuest, and ERIC databases using predefined keywords related to the Blended Learning Component in Nursing Education. Articles published between 2000 and 2024 were selected based on specific criteria. Independent reviewers screened and assessed these articles, resolving discrepancies through discussion. Quality evaluation and data extraction focused on key information about blended learning in nursing education. The synthesized findings identified themes and patterns, with researchers categorizing and describing various aspects of blended learning in this field. Through rigorous analysis, four key components emerged: educational design, technology infrastructures, instructional strategies, and assessment techniques. By recognizing and integrating key components, this study emphasizes the potential for developing highly effective blended learning programs in nursing education, signaling a promising avenue for future educational innovation and improvement.