Abstract
This study considers perceptions of nurse educators on the use of blended learning. In approximately the last decade, there has been a marked interest in investigating ways of teaching other than the traditional face-to-face method, and blended learning is one of these ways, especially in the current Fourth Industrial Revolution era (4IR). Nurse educators should embrace new technology in higher education so as to make teaching and learning effective. Blended learning refers to a method of instruction that utilises two or more complementary approaches to teach the same material.
The purpose of this study was to explore and describe the perceptions of nurse educators on the use of blended learning in order to make recommendations on how to optimise the use of blended learning so as to change the perceptions of nurse educators at a public nursing college in Gauteng. A qualitative approach, and explorative, descriptive and contextual design were utilised. A purposive sampling method was used to select theory lecturers in the legacy R.425 four-year diploma course leading to registration as a nurse (General, Psychiatric and Community) and Midwifery and the new R.171 three-year diploma leading to registration as a general nurse programme, who were willing to participate in the study.
Data were collected from purposively selected participants by means of electronically mediated communication, “WhatsApp video call”, so as to maintain social distancing. Data collection was conducted through individual semi-structured interviews Sample size was dependent on data saturation. Data was analysed using the Giorgi’s thematic qualitative method. Trustworthiness was accomplished using credibility, transferability, dependability and lastly confirmability. Ethical principles were maintained throughout the study. The Lincoln and Guba framework for trustworthiness was used to ensure trustworthiness.
From the data analysed, one central theme which revealed the positive and negative perceptions of nurse educators on the use of blended learning and three main themes emerged. The main themes and sub-themes were conceptualised and integrated into relevant literature. The researcher outlined the recommendations to optimise the use of blended learning so as to change the perceptions of nurse educators at a public nursing college in Gauteng.
Key words: Nurse educators, blended learning, traditional face-to-face, technology, teaching and learning.