A blended learning using contextual teaching learning: strengthening nursing students’procedural knowledge and interprofessional collaboration
Dublin Core
Title
A blended learning using contextual teaching learning: strengthening nursing students’procedural knowledge and interprofessional collaboration
Subject
blended learning, contextual teaching-learning, interprofessional collaboration, procedural knowledge
Description
Introduction: The level of knowledge about the types of teaching instruction through blended learning in nursing
education is still lacking. This study aims to develop blended learning using contextual learning and evaluate its effect
on procedural knowledge and interprofessional collaboration.
Methods: A quasi-experimental study was conducted from January to March 2022. The total participants were 96
students from one of the nursing departments in Indonesia, who were equally divided into experimental and control
groups. The experimental group received a blended learning method with a combination of contextual learning for
400 minutes for four meetings. Meanwhile, 48 students in the control group received traditional blended learning.
Mann-Whitney U test to compare between treatment and control groups. The instrument used to measure the
interprofessional education variable was the Nurse–Physician Collaboration Scale and procedural knowledge was
measured through a test of 25 multiple choice questions about procedural knowledge.
Results: The implementation of blended learning based on contextual teaching significantly increased their
procedural knowledge (pre M = 43.30 vs post M = 79.00), and interprofessional collaboration (pre M = 58.08 vs post
M = 83.79) with p-value < 0.01.
Conclusions: Blended learning using contextual learning was effective for increasing procedural knowledge and
interprofessional collaboration in nursing students. The application of this instruction is highly recommended for
nursing departments in higher education institutions as an effort to achieve qualified health workers for sustainable
development and well-being.
education is still lacking. This study aims to develop blended learning using contextual learning and evaluate its effect
on procedural knowledge and interprofessional collaboration.
Methods: A quasi-experimental study was conducted from January to March 2022. The total participants were 96
students from one of the nursing departments in Indonesia, who were equally divided into experimental and control
groups. The experimental group received a blended learning method with a combination of contextual learning for
400 minutes for four meetings. Meanwhile, 48 students in the control group received traditional blended learning.
Mann-Whitney U test to compare between treatment and control groups. The instrument used to measure the
interprofessional education variable was the Nurse–Physician Collaboration Scale and procedural knowledge was
measured through a test of 25 multiple choice questions about procedural knowledge.
Results: The implementation of blended learning based on contextual teaching significantly increased their
procedural knowledge (pre M = 43.30 vs post M = 79.00), and interprofessional collaboration (pre M = 58.08 vs post
M = 83.79) with p-value < 0.01.
Conclusions: Blended learning using contextual learning was effective for increasing procedural knowledge and
interprofessional collaboration in nursing students. The application of this instruction is highly recommended for
nursing departments in higher education institutions as an effort to achieve qualified health workers for sustainable
development and well-being.
Creator
Musrifatul Uliyah1,
* , Abdul Aziz Alimul Hidayat1
, and Masunatul Ubudiyah2
* , Abdul Aziz Alimul Hidayat1
, and Masunatul Ubudiyah2
Source
http://dx.doi.org/10.20473/jn.v19i1.47874
Date
1, February 2024,
Contributor
peri irawan
Format
pdf
Language
english
Type
text
Files
Collection
Citation
Musrifatul Uliyah1,
* , Abdul Aziz Alimul Hidayat1
, and Masunatul Ubudiyah2, “A blended learning using contextual teaching learning: strengthening nursing students’procedural knowledge and interprofessional collaboration,” Repository Horizon University Indonesia, accessed April 26, 2026, https://repository.horizon.ac.id/items/show/11003.