Abstract:

Objective To systematically synthesize findings of qualitative studies regarding the experience and feelings of nursing undergraduates about online and offline blended courses. Methods The PICo-D model was used to develop the evidence-based question and inclusion and exclusion criteria. Qualitative studies that explored the online and offline blended learning experience of undergraduate nursing students were comprehensively searched in the databases of CNKI,Wanfang Data,VIP,PubMed,Web of Science,and ScienceDirect from their inception to November 2021. The quality of the included studies was evaluated by the Joanna Briggs Institute（JBI） Critical Appraisal Checklist for Qualitative Research. The reliability and credibility of the evidence integrated in this study were analyzed by ConQual system. Findings were integrated by meta-integration. Results Fifty-four results were extracted from 9 studies and further grouped into 5 new categories,resulting in 3 overarching themes. The integrated themes were as follows：positive learning experience,negative learning experience,and students’ expectations and suggestions. Conclusion The available evidence shows that the undergraduate nursing students have a positive attitude towards online and offline blended courses,and the blended learning improves the overall learning effects and comprehensive ability of the students to some extent;however,curriculum design,teaching process implementation,and support for teachers need to be further improved.

Key words: Education,Nursing,Baccalaureate, Qualitative Research, Experience, Blended learning