ArticleBMC nursing2022
Development of a blended emergent research training program for clinical nurses (part 1).
Article in BMC nursing, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Innovative behavior among clinical nurses: empirical level stratification and associated factors in a cross-sectional study in Zhejiang Province, China.BMC nursing · 2026Article
- Understanding the clinical nurses' perceptions and coping strategies of nursing research: a qualitative study.BMC nursing · 2026Article
- Implementation Strategy for a Mandatory Interprofessional Training Program Using an Instructional Design Model.Nursing reports (Pavia, Italy) · 2025Article
- Development and evaluation of a family-child reading picture book on reducing autism spectrum disorder caregivers' psychological stress: a mixed method study.Frontiers in psychiatry · 2024Article
- Development of a blended emergent research training program for clinical nurses (part 1).BMC nursing · 2022Article
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8 authors.
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Abstract
backgroundNursing research training is important for improving the nursing research competencies of clinical nurses. Rigorous development of such training programs is crucial for ensuring the effectiveness of these research training programs. Therefore, the objectives of this study are: (1) to rigorously develop a blended emergent research training program for clinical nurses based on a needs assessment and related theoretical framework; and (2) to describe and discuss the uses and advantages of the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) in the instructional design and potential benefits of the blended emergent teaching method.
methodsThis intervention development study was conducted in 2017, using a mixed-methods design. A theoretical framework of blended emergent teaching was constructed to provide theoretical guidance for the training program development. Nominal group technique was used to identify learners' common needs and priorities. The ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was followed to develop the research training program for clinical nurses based on the limitations of current nursing research training programs, the needs of clinical nurses, and the theoretical foundation of blended emergent teaching.
resultsFollowing the ADDIE model, a blended emergent research training program for clinical nurses to improve nursing research competence was developed based on the needs of clinical nurses and the theoretical framework of blended emergent teaching.
conclusionsThis study indicates that nominal group technique is an effective way to identify learners' common needs and priorities, and that the ADDIE model is a valuable process model to guide the development of a blended emergent training program. Blended emergent teaching is a promising methodology for improving trainees' learning initiative and educational outcomes. More empirical studies are needed to further evaluate blended emergent teaching to promote the development of related theories and practice in nursing education.
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