Evaluation of the performance of nursing students taught using online and offline learning models in emergency and critical care nursing during the COVID‐19 pandemic.

Aim: The study investigated the outcomes of employing this hybrid method among nursing students engaged in emergency and critical care curricula during the COVID‐19 pandemic. Methods: A retrospective study examined nursing students enrolled in the nursing program in China between January 2019 and January 2021. Students were divided into two groups: a study group that engaged in hybrid learning and a control group that participated in traditional classroom learning. Both groups received identical learning materials and credit hours. The study group assessed online learning via a platform with broadcasting features, while offline sessions occurred in the classroom. Post‐course, groups were compared in knowledge, skill, and homework performance. The study group provided feedback through a reflective questionnaire to pinpoint areas for improvement in their online learning experience. Results: The analysis involved 1774 nursing students, with 906 in the study group and 868 int the control group. The study group outperformed in homework, individual, and comprehensive skills. Despite 73.7% of the study group citing distractions from surrounding environment, the majority appreciated online learning (853, 96.8%). Regarding the appropriateness of the course materials, foreign body airway obstruction courses are highly rated (721, 81.8%), while invasive hemodynamic monitoring had the least favorability (149, 16.9%). Additionally, 33.0% (291) favored live broadcasting and interactive video teaching during online classes. Conclusions: The hybrid learning model enhances nursing students' performance in emergency and critical care courses. However, optimization is needed for environmental distraction, specific contents, and communication methods in online learning. [ABSTRACT FROM AUTHOR]