Purpose: This study examined the effect of the blended learning method during self-practice of transfusion therapy on nursing students’ academic achievement in transfusion therapy, confidence in performing transfusion therapy, self-directed learning ability, and satisfaction with self-practice. Methods: The study design was a non-equivalent control group pretestposttest quasi-experimental design. The participants were 75 nursing students divided into two groups: 38 in the experiment group and 37 in the control group. The blended learning method, combined with face-to-face and online learning, was applied to the experimental group’s self-practice from October 12 to 30, 2020. For the control group’s self-practice, face-to-face learning without online learning was employed. Results: The experimental group showed significantly better academic achievement than the control group. There were no significant differences in confidence in performance, self-directed learning ability, and satisfaction with self-practice between the two groups. Conclusion: This study showed that the blended learning method combined with face-to-face learning and online learning in self-practice significantly affected academic achievement. Further studies are needed to identify effective online learning methods for nursing practice.

ABSTRACT
Ⅰ. 서 론
    1. 연구의 필요성
    2. 연구목적 및 가설
Ⅱ. 연구 방법
    1. 연구설계
    2. 연구대상
    3. 연구도구
    4. 연구 절차
    5. 윤리적 고려
    6. 자료 분석 방법
Ⅲ. 연구 결과
    1. 대상자의 일반적 특성과 동질성 검정
    2. 사전 종속변수의 동질성 검정
    3. 가설 검정
Ⅳ. 논 의
Ⅴ. 결론 및 제언
참고문헌

• 박수호(대구보건대학교 간호학과) | Park Su Ho (Department of Nursing, Daegu Health College)
• 최효신(대구보건대학교 간호학과) | Choi Hyo Sin (Department of Nursing, Daegu Health College) Corresponding Author