Purpose: This study analyzed domestic studies on blended learning among nursing students to identify research trends and future directions. Methods: This scoping review was conducted following the process suggested by Arksey and O’Malley: 1) identifying the research questions; 2) searching for relevant studies; 3) study selection; 4) charting the data; 5) collating, summarizing, and reporting the results; and 6) optional consultation. Relevant studies were searched using the keywords “blended learning” and “nursing” in the domestic databases RISS, KISS, and DBpia. The selection and exclusion criteria were applied to 203 articles, and 34 were finally selected. Results: The final 34 studies included 30 quantitative and four qualitative studies. Most of the studies were experimental studies. In undergraduate nursing education, blended learning was utilized more in the classroom than in the lab or clinical setting. Furthermore, it was mainly applied by combining online and offline approaches. It improved learning satisfaction, critical thinking, clinical performance, and self-directed learning ability. Conclusion: Research on blended learning in nursing education has increased over time. Blended learning positively affects learning satisfaction and learning ability in nursing students; thus, it is expected that this could be effectively utilized in both the classroom and lab or in clinical teaching for nursing students. Therefore, future studies using various research methods should be expanded, and systematic reviews and meta-analyses are recommended.

본 연구는 이러닝 학습에서 간격학습과 차단학습의 비율을 조절한 혼합학습이 학생들의 학업성취도와 학습 만족도에 미치는 영향을 파악하는 것을 목적으로 하였다. 이를 위해 간격학습과 차단학습의 비율에 따라 다섯가지 조건을 제작하 고 실험에 사용하였다. 실험에는 총 121명의 학생이 실험에 참가하였고 사전 수학 학업성취도를 비롯하여 사후 수학 학 업성취도, 학습 만족도, 예측 점수를 실험 절차에 따라 측정하였다. 연구 결과는 다음과 같다. 먼저 사전 학업 성취도에 서는 다섯 개의 집단 모두 차이가 없었다. 하지만 사후 학업 성취도는 100% 차단학습으로 실시한 학생들보다 간격학습 으로 진행한 학생들이 높았다. 차단학습의 비율이 감소함에 따라 사후 학업 성취도도 서서히 증가하는 패턴을 발견할 수 있었다. 다음으로 학습 만족도와 예측점수의 경우 차단학습 비율이 증가하면서 점점 증가하는 패턴을 발견하였다. 결과 적으로 학생들에게 차단학습 비율을 증가시키면 학업성취도는 감소하지만 학습 만족도와 예측점수는 높아지는 것을 알 수 있었다. 마지막으로 차단학습 비율 정도와 평가시기(사전, 사후)에 따른 학업성취도의 차이를 분산분석을 통해 분석해 보았다. 그 결과, 차단학습이 없는 조건과 차단학습이 25% 실시된 조건간에 학업 성취도의 차이가 없는 것을 발견하였 다. 이 연구는 기존에 없던 차단학습과 간격학습을 섞은 혼합학습이라는 새로운 관점을 제시해주며, 적절한 혼합학습은 학생들의 성취도와 만족을 동시에 만족시킬 수 있다는 사실을 제시하였다.

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.

With the wide application of new information technology in the field of education, blended learning, as a new learning model, has attracted more and more attention in the field of Chinese education. Blended learning is an organic integration of classroom teaching and online learning, and it is a student-centered and teacher-led teaching model. Blended learning is a blending of on-line learning and off-line learning in the form of learning, but the deeper level is a blending of four aspects. That is, the blending of learning theories, the blending of learning resources, the blending of learning environments, and the blending of learning methods. This paper introduces some basic concepts of blended learning and related research status, investigates and analyses the steps and methods of Applying Blended Learning in Chinese teaching in China and Korea, and expounds the problems of blended learning in Chinese teaching practice. Blended learning seems to provide us with unlimited possibilities, but we must avoid blind application in the process of application. We must blend all kinds of teaching elements flexibly and reasonably according to the actual situation of Chinese teaching scene.

This study attempts to introduce and develop nature experience program utilizing the instructional mixed reality and examines its effects on creativity and young children in order to overcome the limitations that can be found when young children explore and observe nature. In addition, the purpose of this study is to investigate the change aspects of creativity and nature-friendly ability of young children when experiencing nature with the further activities using the instructional mixed reality. To verify the effect of the instructional mixed reality developed through this process, this study selected 30 young children who are 5 years old in H child care center located in Seoul. As a research tool, creative test of characteristics for children (K-CTC) produced and standardized by Chung Kyung-won (2003) was used to test creativity. As data analysis methods, SPSS 17.0, T-test, MANOVA test, and repeated measure ANOVA were conducted.

Purpose: This study examined the effects of simulation-mixed maternity nursing practicum on learning attitude, learning satisfaction and clinical practice performance in nursing students. Methods: One group, pre-post design, was utilized with 64 students. The simulation-mixed maternity nursing practicum consisted of intrapartum and postpartum care. Results: The learning attitude and learning satisfaction scores in maternity nursing care showed a significant change in the post-test (t=-5.92, p <.001, t=-7.35, p <.001) and enhanced clinical practice performance. Conclusion: The simulation-mixed maternity nursing practicum was useful in improving the learning attitude and learning satisfaction and clinical practice performance for maternity nursing practicum in nursing students. In conclusion, We recommend for simulation-mixed maternity nursing practicum to increase clinical practice performance of the students.

Background: A critical features of Alzheimer’s disease (AD) is cognitive dysfunction, which partly arises from decreased in acetylcholine levels. AD afftected brains are characterized by extensive oxidative stress, which is thought to be primarily induced by the amyloid beta (Aβ) peptide. In a previous study, Cinnamomum loureiroi tincture inhibited acetylcholinesterase (AchE) activity. That study identified AChE inhibitor in the C. loureiroi extract. Furthermore, the C. loureiroi extract enhanced memory in a trimethyltin (TMT)-induced model of cognitive dysfunction, as assessed via two behavioral tests. Rosa laevigata extract protected against oxidative stress-induced cytotoxicity. Administrating R. laevigata extracts to mice significantly reversed Aβ-induced learning and memory impairment, as shown in behavioral tests. Methods and Results: We conducted behavioral to examine the synergistic effects of C. loureiroi and R. laevigata extracts in inhibiting AChE and counteracting TMT-induced learning and memory losses. We also performed biochemical assays. The biochemical results showed a relationship between increased oxidative stress and cholinergic neurons damage in TMT-treated mice. Conclusions: A diet containing C. loureiroi and R. laevigata extracts ameliorated learning and memory impairments in the Y-maze and passive avoidance tests, and exerted synergistic inhibitory effect against AChE and lipid peroxidation.

본 연구는 혼합주석 (combined glossing)이 읽기 자료에 적용되었을 때 즉각적 어휘 회상(immediate word recall) 과 2주 후 어휘 기억유지 (word retention) 에 주는 효과에 대해 살펴보았다. 연구를 위해 읽기 자료의 내용 이해에 중요한 단어들을 학습 목표의 어휘로 삼고 이들이 4번 반복적으로 나오도록 약간의 수정이 이루어 졌고, 세 가지 혼합주석이 다음과 같이 적용되었다: (1)네 번의 L1 주석 (4G); (2) L1 주석 한번과 의미 써보기 (GR); (3) L1 주석 한번과 3번 볼드체 (GB3).초급을 조금 벗어난 (공인토익 450-470점) 30 명의 학습자들에게서 얻은 데이터 분석 결과, GR 주석이 즉각적인 수용적, 생산적 어휘 회상에 있어 가장 의미 있는 결과를 얻었고, 다음으로 4G 와 GB3순서로 나타났다. 장기 어휘 기억 유지에 있어서는, 수용적 그리고 생산적 어휘 기억 유지에 있어 GB3 주석이 가장 효과적이었고 다음으로 4G 와 GR 순서로 의미가 있었다. 이러한 결과는 읽기 자료에 L1 주석과 의미적 강화인 단어 회상하여 써보기 (written retrieval), 또는 시각적 강화인 볼드체의반복 (frequent boldface) 과 혼합될 때 EFL 학습자의 어휘 학습에 많은 도움이 된다는 것을 나타내고 있다.