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Background <p>The Blackboard is a course management system that provides educational materials, and grades; however, it is mostly limited to these functions. Conversely, it can be useful in enhancing students’ cognitive skills if used properly. This study aimed to assess the effectiveness of Blackboard as a teaching tool to enhance clinical reasoning skills among nursing students at King Saud bin Abdulaziz University for Health Sciences, (KSAU-HS), Jeddah, Saudi Arabia and to evaluate students’ feedback regarding the utilisation of Blackboard as an educational tool.</p> Methods <p>This is a quasi-experimental, single-group pretest–posttest study which included 38 participants. Two Blackboard forums were created: (1) case study, (2) debriefing. The researcher looked at students’ grades on the first and second clinical evaluation and on the first and second clinical assignments before and after using the Blackboard to compare their performance on higher cognitive skills. T-test inferential statistic was used to determine the significant difference and it was set at <i>p</i> value of ≤ 0.05. Focus group interview was conducted to obtain deeper explanations from students’ perspectives about the new intervention to understand perceived challenges and positive aspects.</p> Results <p>The statistics demonstrated a considerable improvement in students' grades in high cognitive areas such as critical thinking and clinical reasoning after using the Blackboard forums compared to the initial grades, as follows: (1) the clinical evaluation with a score of t = 13.4, <i>p</i> &lt; 0.001* and (2) the clinical assignment with a score of t = -17.5, <i>p</i> &lt; 0.001*. The qualitative findings were compatible with this as most of participants reported positive impact of Blackboard on their aquired knowedge and acknowedged its flexibility.</p> Conclusion <p>Blackboard facilitated group learning by encouraging active discussion and exchange of knowledge. It provides an asynchronous interactive learning experience with being cost efficiently. Data showed several beneficial qualities for Blackboard in improving higher cognitive skills and supporting different learning styles. Eventually, it provides a unique opportunity for instructors and students to debate advances in their respective fields while receiving the required technological support.</p>

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Using Blackboard as teaching tool to improve clinical reasoning among nursing students: a quasi-experimental study

  • 期刊论文

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  • 发表日期：

    2026年1月13日

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  • Sharifa Alsayed

摘要

Background

The Blackboard is a course management system that provides educational materials, and grades; however, it is mostly limited to these functions. Conversely, it can be useful in enhancing students’ cognitive skills if used properly. This study aimed to assess the effectiveness of Blackboard as a teaching tool to enhance clinical reasoning skills among nursing students at King Saud bin Abdulaziz University for Health Sciences, (KSAU-HS), Jeddah, Saudi Arabia and to evaluate students’ feedback regarding the utilisation of Blackboard as an educational tool.

Methods

This is a quasi-experimental, single-group pretest–posttest study which included 38 participants. Two Blackboard forums were created: (1) case study, (2) debriefing. The researcher looked at students’ grades on the first and second clinical evaluation and on the first and second clinical assignments before and after using the Blackboard to compare their performance on higher cognitive skills. T-test inferential statistic was used to determine the significant difference and it was set at p value of ≤ 0.05. Focus group interview was conducted to obtain deeper explanations from students’ perspectives about the new intervention to understand perceived challenges and positive aspects.

Results

The statistics demonstrated a considerable improvement in students' grades in high cognitive areas such as critical thinking and clinical reasoning after using the Blackboard forums compared to the initial grades, as follows: (1) the clinical evaluation with a score of t = 13.4, p < 0.001* and (2) the clinical assignment with a score of t = -17.5, p < 0.001*. The qualitative findings were compatible with this as most of participants reported positive impact of Blackboard on their aquired knowedge and acknowedged its flexibility.

Conclusion

Blackboard facilitated group learning by encouraging active discussion and exchange of knowledge. It provides an asynchronous interactive learning experience with being cost efficiently. Data showed several beneficial qualities for Blackboard in improving higher cognitive skills and supporting different learning styles. Eventually, it provides a unique opportunity for instructors and students to debate advances in their respective fields while receiving the required technological support.