The effect of blended training (Programmed and Lecture-Based Training) on learning health status assessment course among nursing students

Background: Checking the health status is one of the main components of nursing care. Failing to use active and learner-based educational methods might cause failures in analysis skills and clinical examinations. This study was conducted to know the effect of blended training (programmed and lecture-based training) on learning health status assessment course among nursing students. Methods: It was a semi-experimental study which consists of 60 freshmen nursing students in two educational centers were selected through convenient sampling method and randomly placed in the intervention (30 people) and control (30 people) groups. As for the intervention group, the instructor held four two-hour of health status course every week in blended method (programmed and lecture-based education). The same instructor delivered the same content with the same number of sessions through lecturing method. A researcher-made test was used in this study which included demographic information and 40 multiple-choice questions. This study was analyzed by using Chi-square and Independent T-test with SPSS ver. 15. Results: The average post-test scores of health status were obtained for both blended (11.50 ± 1.45) and lecture-based (10.55 ± 2.01) educational methods. In addition, there was a statistically significant difference between both post-test results (P = 0.04) in the Independent T-test. Conclusion: Blending lecture-based educational method and individual education methods such as programmed education can enhance the learning quality of students.