Document Type



School of Nursing and Midwifery, Pakistan; Centre for Innovation in Medical Education


Purpose: There is little known about whether faculty and students in a resource constricted context experience a change in learning due to the adoption of blended learning (BL) pedagogies in a lab based course. The study aimed to understand the experiences of faculty and students’ related to the adoption of BL pedagogies in health assessment course.
Design: An action research design was used in this study to integrate planning, action and research in the setting where the change is required. The study sample consisted of year 1 Post RN BScN students enrolled at the Aga Khan University School of Nursing and Midwifery, and the faculty assigned to teach in Health Assessment course. Of the 83 Post RN BScN students and the 6 nursing faculty invited, 53 students and 6 teachers (n= 59) consented to participate in the study. Data was collected using focus group discussions.
Results: Findings revealed five major categories; Students’ readiness, motivation and self- directedness; Teacher competence, commitment, and comfort; Use of blended strategies; Resources; and Contextual factors & challenges.
Conclusion: This study was the first of its kind in Pakistan. The findings of the study indicate towards the ways that can improve the use of BL in a resource constrained context.

Publication (Name of Journal)

Journal of Education and Training Studies

Creative Commons License

Creative Commons Attribution 3.0 License
This work is licensed under a Creative Commons Attribution 3.0 License.