Date
6-19-2024
Department
School of Nursing
Degree
Doctor of Philosophy
Chair
Rachel Joseph
Keywords
phenomenological, blended learning, nurses, community hospital, COVID-19 pandemic
Disciplines
Nursing
Recommended Citation
Su, Anqi, "Experiences of Community Hospital Nurses in Blended Learning in Singapore: A Transcendental Phenomenological Study" (2024). Doctoral Dissertations and Projects. 5758.
https://digitalcommons.liberty.edu/doctoral/5758
Abstract
The COVID-19 pandemic has led to many changes in the landscape of nursing care and nursing teaching and learning. One such change is the transition from traditional face-to-face learning to blended learning. While blended learning has many benefits and offers excellent opportunities for learning beyond the conventional methodologies and within the safety parameters of the COVID-19 pandemic, there is varied effectiveness from the literature review, and much is still being determined about community nurses' experiences in Singapore. Therefore, a qualitative transcendental phenomenological study on blended learning experiences among nurses in a community hospital in Singapore during the COVID-19 pandemic was initiated. Garrison’s self-directed learning theory (1997), which focuses on self-directed learning, was the main theoretical framework for the study. A purposive criterion sampling recruited 15 nurses from the community hospital in Singapore. Data was collected using interview questions and journal reflections. The data were analyzed using Colaizzi’s (1978) method of data analysis. Results revealed the themes such as preferred varied modes of blended learning (BL), knowledge and skills benefits of BL, video and online facilitators of BL, personal and information technology challenges of BL, and positive reactions towards BL. The study could help to advance nursing science by providing nurses with suggestions to improve learning and empowering them in self-directed learning and technological skills. Lastly, this study gave recommendations on nurse educators to understand how to further develop and enhance their language in blended forms of teaching and learning. Recommendations were developing strong culture for self-directed and learner-centric learning, mitigate fatigue and work constraints, and addressing content and platform challenges.
