Blended learning using a crash cart and its effect on knowledge, skills, and clinical decision-making ability among nursing students

Abstract

A crash cart serves as a mobile hospital station equipped with all the supplies needed to handle a life-threatening emergency. Just as healthcare professionals rely on these carts to respond quickly and effectively in critical situations, educators can leverage innovative approaches like blended learning to meet the needs of their students. Blended learning creates a flexible and dynamic environment that supports diverse learning styles and enhances knowledge retention. However, there are limited studies investigating the impact of different learning styles among nursing students. This study aimed to assess the effectiveness of blended learning on nursing students' knowledge, skills, and clinical decision-making ability related to crash cart utilization. A quasi-experimental with control group pretest-post-test design was used to reach the study’s objective. This study was conducted at Maharishi Markandeshwar College of Nursing India from 23 April to 29 May 2024. The researcher determined the inclusion and exclusion criteria and then used convenience sampling to recruit participant. A total of 85 nursing students were included in the final analysis, divided into two groups: intervention and control. To avoid contamination, data from the control group was collected first then followed by the intervention group. Two blended learning models (Face-to-Face Driver Model and Rotational Model) were implemented throughout the study. The control group received a lecture and discussion covering theoretical elements, and educational videos for skill development were shared on Google Classroom. Meanwhile, the intervention group received a theoretical lecture followed by an online component accessed through a Learning Management System. Ethical clearance was obtained prior to the study commencement. The data was analyzed using descriptive statistics and independent t-test. The study found that the intervention group showed significantly better outcomes than the control group (p<0.05). Blended learning can be an effective approach for teaching emergency medications and operating emergency equipment. Therefore, nursing educators should incorporate practice sessions into their curriculum. This study suggests that blended learning, particularly the Face-to-Face Driver Model, is more effective than the Rotational Model.

Keywords: Blended learning, Face-To-Face Driver Model, learning in nursing, nursing education, Rotational Model