Blended Learning in Aotearoa New Zealand and Australian programmes that lead to registration as a nurse: An integrative review

Neville, Stephen PhD R. N. Fcna Montayre Jed PhD R. N.; Napier, Sara PhD R. N.; MacDiarmid, Rachel PhD R. N.; Holroyd, Eleanor PhD R. N.; Britnell, Sally PhD R. N.; Ripley, Paul PhD R. N.

E kīa ana tēnei mea te ako hanumi ko te tuinga o ngā wheako akoranga tuihono, akoranga ā-kanohi hoki, ā, kua tere horapa i te akoranga tapuhi huri noa i te ao. Ko te whāinga o tēnei arotake tuitui, he whakahou i ngā āhuatanga e mōhiotia ana mō te ako hanumi i roto i te horopaki akoranga tapuhi o Aotearoa me Ahitereiria, he whakaputa māramatanga hou hoki hei tautoko i te whakamahinga akoranga hanumi i runga taunakitanga. I whakamahia tētahi ara arotake tuitui. I kawea ētahi rangahau pūnahanaha o ngā pātengi raraunga o Scopus, Web of Science, CINAHL Complete, ERIC via Ovid, PsychInfo via Ovid, me Google Scholar. I whakaurua he tuhinga hei arotake me i whakaputaina i waenga i 2021 me 2020, i tuku pūrongo hoki mō te rangahau, he haumitanga o ngā akoranga tuihono, akoranga ā-kanohi kei roto, i ngā hōtaka tapuhi paetahi o Aotearoa, o Ahitereiria rānei, e puta ai te tangata hei tapuhi rēhita. I whakaputaina ngā tuhinga e whitu, i tutuki ai ngā paearu whakauru, i waenga i 2016 me 2020, ā, i puta katoa i Ahitereiria. I tātaritia, i whakarāpopototia ngā kitenga kia rere ētahi kāwai matua e rima: ngā tautuhitanga o te akoranga hanumi;ngā painga kaiako;ngā hua o te akoranga hanumi;ngā taki mo te ara akoranga hanumi;me ngā āhuatanga hei whiriwhiri mo āpopo. Ahakoa i kitea i tēnei arotake, āe, he pānga to ngā painga kaiako ki ngā whakaaro me ngā wheako ākonga mo te akoranga hanumi, me āta rangahau ano kia mohiotia ai ngā whakaaro me ngā wheako o te hanga kaiako mo te akoranga hanumi. Ahakoa i piki ake te whakamahinga o te ako hanumi tuihono, ā-kanohi hoki i te pānga o COVID-19, i tautohutia tētahi korenga mohiotanga taketake mo te whāinga hua me ngā wheako o te akoranga hanumi puta noa i te akoranga tapuhi i Aotearoa me Ahitereiria, i tēnei arotakenga. Mehemea ka kitea he tautuhitanga hohonu kē atu o te akoranga hanumi ka āwhinatia te whakawhanake rautaki akoranga hanumi whai hua, tāwariwari hoki a te hanga rangahau, kaiako hoki, i te horopaki o Aotearoa me Ahitereiria. I runga ano i te pikinga ake o ngā tono mo ētahi ara akoranga hanumi tāwariwari i roto i te akoranga tapuhi, he totika te wā mo tēnei arotakenga tuhinga, ā, ka hua ake ētahi whakahoutanga hira mā ngā kaiwhakaako tapuhi mo ngā tikanga pai hei hora akoranga hanumi, me te whakatakoto anga ano mo ngā rangahau ā ngā rā kei mua.Alternate abstract:Blended learning is understood to be the combination of online and face-to-face learning experiences and has developed rapidly within nursing education globally. The purpose of this integrative review was to update what is currently known about blended learning within the Aotearoa New Zealand and Australian nursing education context and to generate new perspectives to inform the evidence-based use of blended learning. An integrative review approach was utilised. Systematic searches of the databases Scopus, Web of Science, CINAHL Complete, ERIC via Ovid, PsychInfo via Ovid, and Google Scholar were conducted. Articles were included for review if they were published between 2010 and 2020 and reported on research involving a combination of online and face-toface teaching in undergraduate nursing programmes in Aotearoa New Zealand or Australia that led to a registered nurse qualification. All seven articles that met the inclusion criteria were from Australia and were published between 2016 and 2020. The findings were analysed and summarised into five main categories: definitions of blended learning;teacher qualities;benefits of blended learning;challenges of the blended learning approach;and future considerations. While this review found that teacher qualities influenced students' perceptions and experiences of blended learning, further research is needed on how teachers perceived and experienced blended learning. While COVID-19 has accelerated the use of online and blended learning internationally;this review identified a lack of empirical knowledge on the efficacy and experience of blended learning across nursing education in Aotearoa New Zealand an Australia. A more nuanced definition of blended learning would assist researchers and educators to develop effective and adaptable blended learning teaching strategies in the Aotearoa New Zealand and Australian context. With increased directives for adaptable blended learning modalities within nursing education, this review of the current literature within Aotearoa New Zealand and Australia was timely and will provide important updates for nurse educators on how best to provide blended learning and provide a framework for future research.