Neville, S., Montayre, J., Napier, S., Macdiarmid, R., Holroyd, E., Britnell, S., et al. (2021). Blended Learning in Aotearoa New Zealand and Australian programmes that lead to registration as a nurse: an integrative review. Nursing Praxis in Aotearoa New Zealand, 37(2). Retrieved April 27, 2024, from www.nursingpraxis.org Abstract: Updates what is currently known about blended learning -- the combination of online and face-to-face tuition -- within the NZ and Australian nursing education context, generating new perspectives to inform the evidence-based use of blended learning. Conducts an integrative review, summarising findings in five categories: definitions, teacher qualities; benefits, challenges, and future considerations. Keywords: Blended learning; Nursing education -- Australasia; Online learning; Nursing registration Permanent link \| Save citation: RTF PDF LaTeX \| Export record: BibTeX Endnote ISI RIS Atom XML MODS XML ODF XML Word XML
Seccombe, J., & Stewart, C. (2014). Motivation or self-directed learning: student perspectives. Kai Tiaki Nursing Research, 5(1), 21–24. Abstract: Conducts a study of 90 undergraduate Bachelor of Nursing (BN) students in order to identify factors that motivate student nurses to undertake self-directed learning (SDL). Adapts an overseas rating scale questionnaire to survey third-year BN students to identify intrinsic or extrinsic factors that influence students' SDL behaviour. Categorises survey results in relation to content and navigation of the learning package; monitoring and management of personal learning; and relevance to topic and link to paper assessment. Keywords: Self-directed learning; Nursing education; Student motivation; Online learning Permanent link \| Save citation: RTF PDF LaTeX \| Export record: BibTeX Endnote ISI RIS Atom XML MODS XML ODF XML Word XML

Abstract: Updates what is currently known about blended learning -- the combination of online and face-to-face tuition -- within the NZ and Australian nursing education context, generating new perspectives to inform the evidence-based use of blended learning. Conducts an integrative review, summarising findings in five categories: definitions, teacher qualities; benefits, challenges, and future considerations.

Abstract: Conducts a study of 90 undergraduate Bachelor of Nursing (BN) students in order to identify factors that motivate student nurses to undertake self-directed learning (SDL). Adapts an overseas rating scale questionnaire to survey third-year BN students to identify intrinsic or extrinsic factors that influence students' SDL behaviour. Categorises survey results in relation to content and navigation of the learning package; monitoring and management of personal learning; and relevance to topic and link to paper assessment.

Keywords: Self-directed learning; Nursing education; Student motivation; Online learning

| Save citation: RTF PDF LaTeX

| Export record: BibTeX Endnote ISI RIS Atom XML MODS XML ODF XML Word XML