Effects of Blended Learning and Childbirth Delivery Simulation Based Learning on Academic Achievement, Satisfaction and The Students’ Opinions Towards Teaching by Reflective Thinking of Nursing Students, Boromarajonani College of Nursing Nonthaburi

Abstract

This quasi-experimental research aimed to determine the effects of blended learning and childbirth delivery simulation-based learning on academic achievement, satisfaction, and the students’ perspective on these teaching methods by reflective thinking of Nursing Students. The sample was 180 nursing students in year 3. The research instruments were the academic achievement tests, satisfaction questionnaires, and the forms of reflective thinking to collect the students’ perspectives on both teaching methods. The data analysis applied parametric statistics including mean, standard deviation, and t-test independent.

The results of the research found that was taught by the blended learning, was at a good level ( = 16.25, S.D. = 3.6). It was higher than the mean score in the control group ( = 14.51, S.D. = 2.9) with a statistically significant difference at .05. After two groups were taught by the childbirth delivery simulationbased learning, the mean score of the academic achievement in both groups were higher than their previous with a statistically significant difference at .05. The students’ academic achievement much more increased when using childbirth delivery simulation-based learning. The mean score of satisfaction in groups were also a good level even though there was no statistically significant difference at .05. However, the students’ opinions towards teaching by reflective thinking of nursing student results showed the effectiveness of blended learning that helped promote students to practice many learning skills including self-controlling, problem-solving, team working, communication, and responsibility. These skills supported students’ self-confidence before confronting the real situation.