Exploring the pedagogical benefits of a Blended Learning strategy in selected Private Nursing Colleges in KwaZulu-Natal, South Africa

Abstract

Background With the advancement in Information and Communication Technology (ICT), Nurse educators are now faced with the challenges of integrating different instructional methods of teaching to impact the various learners learning styles. The blended learning environment is a teaching-learning strategy that is becoming increasingly more common and refers to an optimised strategic learning process that utilises a blend of at least two learning strategies. Nursing requires individuals who can manipulate critical and creative thinking skills to solve problems as a team, making it important to explore whether nursing education is utilising an environment that is capable of creating critical and creative thinkers who can meet the needs of an ever-changing healthcare system. Aim of the study The aim of this study was to explore the practices regarding the use of blended learning as a teaching and learning strategy, in selected private nursing colleges in KwaZulu-Natal, South Africa. Methodology The study employed a qualitative research design, using an exploratory, descriptive approach. This approach enabled the researcher to explore the perspectives of the study population of nurse educators and learners regarding blended learning, as well as the teaching and learning practices that are currently in use. The study population consisted of 6 (six) nurse educators and 15 (fifteen) learners from Shekinah Nursing College in UMgungundlovu and Gandhi Mandela Nursing Academy in Durban, South Africa. Data saturation was achieved after interviewing 3 (three) nurse educators while the two focus group interviews conducted for learners did not require further interviews for data saturation to be reached. The study was guided by Singh’s (2003:54) adapted blended learning theoretical framework. Findings This study explored the practices regarding the use of blended learning as a teaching and learning strategy, in selected private nursing colleges in KwaZuluNatal, South Africa. It drew on the theoretical framework of Khan’s Octagonal framework (adapted by Singh 2003:54) related to a blended learning approach. The data analysis revealed three (3) major themes and sub-themes separately for nurse educators and learners. The study revealed that nurse educators and learners have minimal knowledge of blended learning. While some nurse educators have experienced online learning through their private studies, both Nurse educators and learners still have challenges in adopting a blended learning approach in the classroom. Conclusion A lack of college support, sophisticated technology and limited exposure to online learning strategies appeared to be the main issues of using a blended learning approach in undergraduate nursing studies at the private nursing colleges in the study. However, despite these issues, the nurse educators and learners appeared to be eager to embrace blended learning as a teaching and learning strategy, noting that these approaches may be an effective alternative to conventional teaching approaches in nursing education.