Enhancing engagement in blended learning for critical care nursing: insights from the community of inquiry framework

This lightning talk presents findings from a recent study exploring how a blended learning approach supports post-registration nursing students in an Adult Critical Care programme, using the Community of Inquiry (CoI) framework to evaluate teaching, cognitive, and social presence. Survey responses from 62 students (Level 6 and 7) revealed high satisfaction with teaching and cognitive presence, while social presence scored lower, highlighting challenges in peer connection. Students valued flexibility, with varied preferences for study times and strong access to remote learning tools.

Findings underscore the value of inclusive, flexible learning designs in supporting critical thinking and engagement in professional learners. Recommendations include culturally responsive practices, optional synchronous activities, and tailored video content to enhance social presence and motivation.

This study highlights the strengths of a blended learning Critical Care programme in fostering teaching presence and overall satisfaction. However, lower social presence and intrinsic motivation point to the need for strategies that strengthen peer engagement and inclusive learning for diverse cohorts.