Abstract

In modern times it is an expectation of students that technology be incorporated into how they receive their education. The COVID-19 pandemic brought to light how pure reliance on traditional face-to-face (F2F) learning can be detrimental to student learning. Many institutes of higher education had already implemented hybrid/blended learning prior to the pandemic and saw no difference in their NCLEX-RN pass rates. This evidence-based practice project gathered, reviewed, and synthesized evidence in order to determine if implementing different teaching strategies would maintain or improve student performance on both unit exams and end of course exit exams.

Date of publication

Spring 4-27-2022

Document Type

DNP Scholarly Project

Language

english

Persistent identifier

http://hdl.handle.net/10950/3972

Committee members

Colleen Marzili, Donna Carlin, Cheryl Parker

Degree

Doctor of Nursing Practice

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