Evaluating the implementation and impact of new models of nursing course deliveries: an exploratory case study

Background

Alternative models of preregistration nursing deliveries have evolved in the UK driven by different professional standards, workforce needs and healthcare requirements (Council of Deans of Health, 2024). These include blended learning degrees, nursing degree apprenticeships and accelerated programmes. However, little is known about the impact of these routes on student’s learning outcomes and practice readiness.

Aim: The study investigated the implementation and outcomes of the different models of preregistration nurse education within a post-92 UK university

Methodology: One hundred and forty four student adult nurses completed an online survey using a university-wide email campaign. The outcomes were learning effectiveness (perception of students on attention, relevance, confidence and satisfaction scales), digital competencies (perception of student’s digital skills) and practice readiness (student’s perceptions of understanding nurse’s responsibilities). Parallel and Exploratory Factor Analysis ( Akhtar-Danesh, 2017), verified the expected factor structure. Thematic analysis (Braun & Clarke, 2006) was used to analyse qualitative responses.

Results: The masters blended student group were more likely to view their course as relevant compared to the undergraduate blended student group (mean difference = -1.1912*, p < 0.05). The other individual comparisons were non-significant. The five qualitative themes include: 1. Having improved digital skills, 2. Valuable learning experience, 3. Fulfilling other commitments 4. Being unprepared for the workplace, and 5. Overwhelming course

Conclusion: Overall there were few differences between course groups, indicating that the different courses are equally effective in achieving learning outcomes. The master’s blended course is viewed as more relevant by participants than the undergraduate program, indicating its effectiveness in aligning educational content with professional goals. There were no difference between improvements in digital skills and valuing learning experiences but most students expressed concerns about workplace preparedness. The study indicates that blended learning courses can provide a learning experience that is comparable to traditional study modes.