NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1080960
Record Type: Journal
Publication Date: 2016-Jan
Pages: 8
Abstractor: As Provided
ISSN: ISSN-2324-805X
Experiences of Adopting Blended Pedagogies in Health Assessment Course in Post RN Baccalaureate Program of Nursing in Karachi, Pakistan
Cassum, Shanaz Hussein; Allana, Saleema; Dias, Jacqueline
Journal of Education and Training Studies, v4 n1 p221-228 Jan 2016
Purpose: There is little known about whether faculty and students in a resource constricted context experience a change in learning due to the adoption of blended learning (BL) pedagogies in a lab based course. The study aimed to understand the experiences of faculty and students' related to the adoption of BL pedagogies in health assessment course. Design: An action research design was used in this study to integrate planning, action and research in the setting where the change is required. The study sample consisted of year 1 Post RN BScN students enrolled at the Aga Khan University School of Nursing and Midwifery, and the faculty assigned to teach in Health Assessment course. Of the 83 Post RN BScN students and the 6 nursing faculty invited, 53 students and 6 teachers (n= 59) consented to participate in the study. Data was collected using focus group discussions. Results: Findings revealed five major categories; Students' readiness, motivation and self-directedness; Teacher competence, commitment, and comfort; Use of blended strategies; Resources; and Contextual factors & challenges. Conclusion: This study was the first of its kind in Pakistan. The findings of the study indicate towards the ways that can improve the use of BL in a resource constrained context.
Redfame Publishing Inc. 9450 SW Gemini Drive #99416, Beaverton, OR 97008. Tel: 503-828-0536 ext. 503; Fax: 503-828-0537; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pakistan
Grant or Contract Numbers: N/A