The Experience, Task Value and Self-Efficacy of Nursing Students in Attending Blended Learning in Basics Science in Nursing 2 Course in Faculty of Nursing Universitas Padjadjaran

Ryan Hara Permana, Dian Adiningsih

Abstract views = 560 times | views = 438 times


Introduction: The implementation of blended learning in nursing education is needed to provide quality and efficient learning. There is a need for an investigation of students’ experience in following blended learning especially in the subject of basic science in nursing 2 including anatomy, physiology, biochemistry, pathophysiology and pharmacology in nursing topics. This study aims to provide an ideal picture for students of the Faculty of Medicine in Indonesia. Methods: This study occupied quantitative descriptive research method with simple random sampling technique. The respondents were 93-second years students of the Faculty of Nursing, UniversitasPadjadjaran. The Learning Experience Questionnaire (LEQ) instrument was used to measure students’ experience. The data were analysed using percentage analysis. Results: More than a half of total respondents had good experience in participating in mixed learning of IDK course. Conclusions: Students’good experience may be influenced by the availability of student access to the internet, and the instructional design of the blended learning. The main obstacle in implementing the course were a large learning credit burden and extensive coverage of the learning material. Technology skills training and habituation of blended learning needs to be given by the faculty before students take part in blended learning. 


blended learning; learning experience; nursing education

Full Text:



Alzahrani, M. G., & O’Toole, J. M. (2017). The Impact of Internet Experience and Attitude on Student Preference for Blended Learning. Journal of Curriculum and Teaching, 6(1), 65.

APJII. (2017). Infografis Penetrasi dan Perilaku Pengguna Internet Indonesia 2016 APJII.

Baepler, P., Walker, J. D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227–236.

Baragash, R. S., & Al-Samarraie, H. (2018). Blended learning: Investigating the influence of engagement in multiple learning delivery modes on students’ performance. Telematics & Informatics, 35(7), 2082–2098. Retrieved from

Bonk, C. J., & Graham, C. R. (2012). The handbook of blended learning: Global perspectives, local designs. John Wiley & Sons.

Borglund, D., Carlsson, U., Tosti, Massimiliano, C., Havtum, H., Hjelm, N., … KTH. (2016). Learning Experience Questionnaire: Course Analysis for Development, Version 2 ECE Teaching and Learning in Higher Education No 2. Stockholm: KTH Vetenskap Och Konst.

Chaeruman, U. A. (2017). PEDATI, Model Desain Sistem Pembelajaran Blended. Direktorat Pembelajaran Kementrian Riset, Teknologi Dan Pendidikan Tinggi.

Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons.

George, L. S., Lakra, A. J., & Kamath, A. (2017). Factors affecting learning among undergraduate nursing students: Cross-sectional survey. Journal of Clinical and Diagnostic Research, 11(11), JC01-JC04.

Hsu, L.-L. (2011). Blended learning in ethics education: A survey of nursing students. Nursing Ethics, 18(3), 418–430.

Jang, H. J., & Hong, S. Y. (2016). Effect of blended learning in nursing education. International Journal of Multimedia and Ubiquitous Engineering, 11(5), 297–304.

Lothridge, K., Fox, J., & Fynan, E. (2013). Blended learning: efficient, timely and cost effective. Australian Journal of Forensic Sciences, 45(4), 407–416. Retrieved from

McCutcheon, K., Lohan, M., Traynor, M., & Martin, D. (2014). A systematic review evaluating the impact of online or blended learning vs . face-to-face learning of clinical skills in undergraduate nurse education.

Milic, N., Masic, S., Bjegovic-Mikanovic, V., Trajkovic, G., Marinkovic, J., Milin-Lazovic, J., … Stanisavljevic, D. (2018). Blended learning is an effective strategy for acquiring competence in public health biostatistics. International Journal of Public Health, 63(3), 421–428.

Mosalanejad, L., Alipour, A., Zare, H., & Koolaee, A. K. (2012). A Blended Educational Program: Impact of Cognitive and Metacognitive Learning on Undergraduate Students. Middle East Journal of Nursing, 6(3), 12–17. Retrieved from

Permana, R. H., Ardiansah, I., & Adiningsih, D. (2017). Blended Learning Platform Development in Faculty of Nursing, Universitas Padjadjaran. In International Conference on Disaster Management & Infection Control (Vol. 1, p. 81).

Rigby, L., Wilson, I., Baker, J., Walton, T., Price, O., Dunne, K., & Keeley, P. (2012). The development and evaluation of a ‘blended’ enquiry based learning model for mental health nursing students: “making your experience count”. Nurse Education Today, 32(3), 303–308.

Shorey, S., Siew, A. L., & Ang, E. (2018). Experiences of nursing undergraduates on a redesigned blended communication module: A descriptive qualitative study. Nurse Education Today, 61, 77–82.

Smyth, S., Houghton, C., Cooney, A., & Casey, D. (2012). Students’ experiences of blended learning across a range of postgraduate programmes. Nurse Education Today, 32(4), 464–468.

Sumartiningsih, S. (2015). Correlation Between Blended Learning Model With The Perspective Of Learning Effectiveness For Nursing Student. International Journal of Scientific & Technology Research, 4(6), 360–363.

Taipjutorus, W. (2015). The relationship between learner control and online learning self-efficacy.

Vardiansyah, D. (2008). Filsafat Ilmu Komunikasi: Suatu Pengantar. Jakarta: Indeks.

Wu, X. V., Chan, Y. S., Tan, K. H. S., & Wang, W. (2018). A systematic review of online learning programs for nurse preceptors. Nurse Education Today, 60, 11–22.


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

This journal is indexed by:



Creative Commons License

Copyright of Indonesian Nursing Journal of Education and Clinic (INJEC) (e-ISSN:2527-8819, p-ISSN:2527-8800).

View My Stats