Norwegian Nurses’ Experiences with Blended Learning: An Evaluation Study


  • Edda Johansen Lecturer Buskerud University College
  • Thomas Harding Associate Professor Buskerud University College/ Australian Catholic University
  • Tone Marte Ljosaa Lecturer Buskerud University College



Blended learning, electronic learning, adult students, academic discourse, deep learning approach, lifelong learning, evidence based nursing


An increasing number of nurses undertake continuing education via information and communication technologies. Development of best practice, based on students’ own experiences, is vital in order to create the most effective learning environment. This paper describes the challenges to and facilitators of learning for a group of Norwegian nurses enrolled in a postgraduate course in wound management delivered by blended learning, which combines face-to-face and online components. Data was gathered through a focus group interview and inductive content analysis was used to identify themes emerging from the data. A number of both personal and academic facilitators, and challenges impacted on these adult learners. Technical and academic problems combined with a lack of time created a steep learning curve for these adult students. Valuable feedback, IT support at home and an increased competence eventually gave them a foundation for lifelong learning. Blended learning is an important way to offer postgraduate courses to give adults access to continuing educational programmes independent of geographical location. Both academic and personal challenges and facilitators should be taken into account when educators design blended learning courses in order to facilitate an effective learning environment for adults through the best blend of face-to-face and online learning.




How to Cite

Johansen, E., Harding, T., & Ljosaa, T. M. (2012). Norwegian Nurses’ Experiences with Blended Learning: An Evaluation Study. Seminar.Net, 8(1).