Document Type : Original Article


1 Centre for Health Professionals Education and Department of Paediatrics, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India

2 Faculty of Physiotherapy, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India

3 Allied Health and Human Performance, School of Health Sciences, University of South Australia, Adelaide, Australia

4 Faculty of Nursing, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India

5 Department of Allied Health Sciences, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India


BACKGROUND: Blended learning (BL), the integration of online with face to face teaching, is
established as a teaching method in higher education. Understanding the learner’s readiness
toward online component of BL is important in designing and delivering BL. Nursing students require
proficiency in interpersonal relationship and social interaction apart from knowledge and skills. BL
may provide an opportunity to acquire the professional skills better than the traditional face to face
sessions. The objectives of this study were to identify the nursing student’s readiness toward BL
and perceptions about the online learning component of BL.
MATERIALS AND METHODS: First‑ and second‑year entry level graduate nursing students of Sri
Ramachandra Institute of Higher Education, Chennai, India, were the participants of the study. This
study used a mixed method approach. An online questionnaire, developed based on the literature
and expert consensus, was used in the first phase. A focus group discussion (FGD) with ten random
participants of the survey was conducted to understand the perceptions and readiness to adopt the online
component of BL. The present study was conducted from December 2019 to January 2020. Survey
results were analyzed through descriptively. Content analysis was carried to summarize FGD results.
RESULTS: A total 158 students of entry level nursing graduate programme participated in the survey.
53.8% of felt BL will have positive effect on their learning and 70% of the respondents were ready
to adopt BL. The FGD identified two themes: (I) Readiness to adopt online learning as a component
of BL and (II) perceived barriers and challenges in adopting online contents.
CONCLUSION: Entry level nursing graduate students had a positive perception about the online
components. Majority of them are confident in accessing the online contents. Willingness to learn
through online, previous experience with online learning, and perceived advantages of online
component might influence the learner’s readiness. Availability of internet and absence of teachers
were perceived as the barriers to online learning by the participants.


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