Nursing students’ participation in antenatal classes contributed to the development of emotional competence and cultivated aesthetic sensibility through aesthetic and humanistic experiences, and underscore the perceived educational value of integrating comprehensive quality education into nursing curricula.
Abstract
Background To explore the learning experiences and perceptions of nursing undergraduates who participated in antenatal classes within a blended learning environment, and to examine the perceived educational value of an innovative teaching model that integrates rational, emotional, and aesthetic education. Methods Eighty-six third-year nursing undergraduates from Chongqing Medical University participated in a blended learning program consisting of online and offline courses at the First Affiliated Hospital’s Antenatal School, labor room observations, and a science communication competition. Following the intervention, semi-structured interviews were conducted with 20 students. A thematic analysis approach informed by grounded theory coding procedures was employed. Interview transcripts were analyzed using NVivo 12 software for coding and theme extraction. Results The coding process generated 62 initial codes, 14 axial codes, and 6 selective codes, which were further refined into two overarching themes: Emotional Competence and Aesthetic Sensibility. Conclusion Nursing students’ participation in antenatal classes contributed to the development of emotional competence—encompassing interpersonal sensitivity, emotional intelligence, intellectual engagement, and moral sensibility—and also cultivated aesthetic sensibility through aesthetic and humanistic experiences. These findings underscore the perceived educational value of integrating comprehensive quality education into nursing curricula, offering a meaningful pedagogical model for holistic talent development.
Blended learning has emerged as an innovative pedagogical approach that effectively bridges the gap between traditional classroom-based instruction and technology-mediated education. By combining the structure of face-to-face learning with the flexibility of online platforms, it offers a versatile and contextually responsive model of education. This approach is particularly relevant for healthcare professionals, who must balance demanding clinical responsibilities with continuous education requirements. The present cross-sectional study aimed to evaluate the effectiveness of blended learning in facilitating continuous education among healthcare professionals. Data was collected from a total of hundred participants using a semi-structured questionnaire that assessed perceptions, advantages, and challenges related to blended learning. The results revealed highly positive perceptions among participants, emphasizing the approach’s flexibility, accessibility, and cost-effectiveness. It was strongly statistically significant that participants' motivations for opting for blended learning had a strong positive influence on their perceived learning benefits. Respondents noted that blended learning enhanced their ability to manage time, access learning materials asynchronously, and integrate theory with practice through periodic in-person sessions. However, challenges such as limited interpersonal interaction, concerns about academic integrity, shifting hours of duties and disparities in technological access persisted. The findings align with existing global evidence suggesting that blended learning promotes lifelong learning and professional development when supported by adequate institutional infrastructure and faculty readiness. Overall, the study concludes that blended learning represents a sustainable and learner-centered educational model capable of advancing healthcare education in the digital era.
Nipanjana Saha, Somdip Das, Mona Chettri et al.· EPRA international journal o...· 0 citations
Students who practiced in non-teaching hospitals were significantly more likely to experience the theory–practice gap than those in teaching hospitals, and several contributing factors were identified, including excessive emphasis on theoretical teaching, limited clinical integration, inadequate communication between theoretical and clinical instructors, insufficient learning resources, and weak institutional collaboration between universities and healthcare facilities.
Samuel Abate Walda, A. Dechasa, Meseret Robi Tura et al.· Journal of Taibah University...· 0 citations
Pharmacy students highly valued IPE and highlighted that an early, structured, and longitudinal integration of IPE in the curriculum is necessary to enhance collaborative competencies and professional development.
Nurul Athirah Hasdan, Ahmed Osman Ahmed Mohamed Yehia Naguib, Nor Hidayah Mohd Taufek· The Journal of pharmacy· 0 citations
This phenomenological study explored the lived experiences of higher education teachers in adopting blended learning in private higher education institutions in Bacolod City. Specifically, it examined their experiences, perceived benefits and challenges, the influence of blended learning on their teaching practices, and insights for improving its implementation. A qualitative phenomenological research design was employed, involving eight faculty members selected through purposive sampling. Data were collected through semi-structured face-to-face interviews and analyzed using Colaizzi's phenomenological method. The findings revealed that teachers experienced blended learning as a process of transition, adaptation, and continuous professional growth. Eight themes emerged, highlighting teachers' adjustment to digital teaching, resilience, instructional flexibility, technological and instructional challenges, pedagogical transformation, professional commitment, institutional support, and lifelong learning. Although participants encountered difficulties related to technology, connectivity, workload, and student engagement, they recognized blended learning as an effective approach for promoting instructional flexibility, innovation, and continuous learning. The findings emphasize the importance of teacher adaptability, institutional support, and ongoing professional development in the successful implementation of blended learning. The results may serve as a basis for strengthening institutional policies, faculty development programs, and support systems that promote the effective and sustainable implementation of blended learning in higher education.
Unknown authors· International journal of res...· 0 citations
Outcome-Based Education (OBE) has increasingly shaped higher education through its emphasis on explicit learning outcomes, aligned teaching, assessment, and demonstrated competencies. This qualitative case study explored the implementation of OBE at the University of Agriculture, Faisalabad, Pakistan, from the perspectives of postgraduate students and academic staff. Semi-structured interviews were conducted with 30 purposively selected participants, comprising 15 postgraduate students and 15 academic staff. Data were analysed thematically, with Bloom’s Revised Taxonomy used as an interpretive lens for examining the cognitive dimensions of learning experiences and assessment. Findings revealed a distinction between formal OBE adoption and substantive classroom enactment. While participants recognized CLOs, PLOs and related documentation, implementation varied across courses and teachers. Application and analysis were more evident in practical, laboratory, field and research activities, whereas evaluation and creation were less consistently embedded. Large classes, workload, resources, assessment culture and faculty preparedness constrained implementation. The study concludes that deeper OBE implementation requires stronger alignment, authentic learning, faculty development and institutional support
Khazra, Shafaqt Rasool· Journal of Language, Literat...· 0 citations
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