Enhancing Student Learning Outcomes in Blended Nursing Education: Insights from a Public College in Shanghai, China
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Purpose Assess the current levels of learning motivation, behavioral engagement, cognitive engagement, emotional engagement, agentic engagement, and feedback among nursing students. Research design, data, and methodology: A sequential exploratory mixed-methods design was employed, integrating qualitative and quantitative approaches to develop a comprehensive data collection instrument. The target population included nursing students from three public colleges in Shanghai, resulting in a sample size of 1,494 students. For the Intervention, Development, and Implementation (IDI) phase, 30 students were randomly selected and invited to participate 14-weeks assessment. The Index of Item-Objective Congruence (IOC) assessment and pilot test are conducted. The researcher performed a Multiple Linear Regression (MLR) analysis on 1,494 survey responses. After, the researcher conducted a paired-sample t-test analysis on all six variables to determine if there were any differences in students' learning performance between the pre-IDI and post-IDI phases. Results: The results in a multiple regression analysis demonstrated that all factors learning motivation, behavioral engagement, cognitive engagement, emotional engagement, agentic engagement, and feedback significantly predicted learning performance. Conclusions: Based on these findings, a theoretical model was developed and validated by experts, laying the groundwork for future interventions aimed at enhancing nursing students' learning performance.
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