ReviewJournal of education and health promotion2025
Blended learning Component in nursing education: A systematic review.
Review in Journal of education and health promotion, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Nursing education stands to benefit from the potential effectiveness and elevated quality offered by blended learning programs. Through the evaluation of analogous works, this study endeavors to pinpoint the essential components of blended learning in nursing education. This study employed a systematic review methodology encompassing literature search, data evaluation, and data analysis. Comprehensive searches were conducted across PubMed, Scopus, Web of Science, ProQuest, and ERIC databases using predefined keywords related to the Blended Learning Component in Nursing Education. Articles published between 2000 and 2024 were selected based on specific criteria. Independent reviewers screened and assessed these articles, resolving discrepancies through discussion. Quality evaluation and data extraction focused on key information about blended learning in nursing education. The synthesized findings identified themes and patterns, with researchers categorizing and describing various aspects of blended learning in this field. Through rigorous analysis, four key components emerged: educational design, technology infrastructures, instructional strategies, and assessment techniques. By recognizing and integrating key components, this study emphasizes the potential for developing highly effective blended learning programs in nursing education, signaling a promising avenue for future educational innovation and improvement.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.