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Comparing undergraduate nursing students’ academic engagement and achievement in traditional versus blended learning models

Background: Nursing education is rapidly accelerating the use of technology as a blended learning environment, which is a form of e-learning, with the technological advancement to improve learning in both clinical and theoretical courses. Aim: To compare undergraduate nursing students' academic engagement and academic achievement in traditional versus blended learning models. Design: A quasi-experimental design was utilized in this study. Setting: This study was conducted in the Faculty of Nursing – Cairo University. Method: A purposive sample of undergraduate nursing students who were studying a "nursing administration" course. Academic Engagement Questionnaire was used to measure the ‘intervention’ and control groups of nursing students’ academic engagement in nursing administration course". Academic Achievement checklist was used to assess the Grade Point Average (GPA) of the final term exam. Results: there was no statistical significance difference between intervention and control groups of nursing students regarding academic engagement (p= 0.21). In terms of Nursing Students’ Academic Achievement levels (GPA), there was a highly statistically significant difference between nursing student intervention and control groups, in which the intervention group of nursing students had the highest mean score (p= 0.0001). Conclusion: the current study concluded that the implementation of the "blended learning model" had a positive impact on students; academic achievement while the academic engagement had no difference. Keywords: Blended learning model – Traditional lecturing – Academic Engagement Achievement