Blended Learning in the Doctor of Nursing Practice Classroom

Blended learning is the purposeful combination of on-line and in person classes to optimize student learning (Garrison & Vaughan, 2008). Institutions of higher education have seen a strong and growing interest in blended learning over the last ten years. In undergraduate education both faculty and students report that blended learning approaches can improve learning experiences and educational outcomes (Garrison & Vaughan, 208). Students’ learning is enhanced when they are intensely involved in their education and are asked to think about and apply what they are learning in different settings. Graduate programs in nursing are expanding, particularly doctor of nursing practice (DNP) programs which often implement a blended learning curriculum. Despite this growth, relatively little research has been conducted among graduate nursing students to assess their satisfaction and learning gains with a blended learning approach. The purpose of this qualitative study is to describe DNP student learning gains, attitudes and satisfaction with a blended learning classroom experience. The sample included fourteen graduate nursing students enrolled in a blended learning graduate policy class. Participants were interviewed and asked open-ended questions about their learning gains, engagement level with the course materials and overall satisfaction. The data were analyzed using qualitative descriptive analysis as described by Sandelowski (1995, 2000, 2010).  Students reported significant learning gains in the course. They felt that the blended learning environment improved their engagement in their own learning. Themes identified include Enhanced Knowledge, Engaged Learning and Environmental Perspectives. This presentation will include results from this study as well as a discussion of best practices in designing blended learning courses to enhance graduate nursing student engagement and learning.