Author(s)

Yijuan Li^1,2,3*, Liu Yun^2,3,4#*, Shuxian Wang^2,3,5#, Huang Zhen^2,3,6#*, Liuxue Lu^2,3,7, Liwei Huang^2,3,5*, Weiping Xie^1,2,3

¹Department of Endocrinology, Affiliated Hospital of Youjiang Medical University for Nationalities, Baise, China.
²Clinical Medical University of Youjiang Medical University for Nationalities, Baise, China.
³Life Science and Clinical Medicine Research Center, Baise, China.
⁴Department of Hematology, Affiliated Hospital of Youjiang Medical University for Nationalities, Baise, China.
⁵Outpatient Department, Affiliated Hospital of Youjiang Medical University for Nationalities, Baise, China.
⁶Department of Oncology, Affiliated Hospital of Youjiang Medical University for Nationalities, Baise, China.
⁷Department of Nursing, Affiliated Hospital of Youjiang Medical University for Nationalities, Baise, China.

This study adopted a quantitative research method, aiming to investigate the experience of young and middle-aged teachers in underdeveloped areas on blended teaching, analyze the hindrance factors of blended teaching, and thus provide a reference for teaching reform. Data were collected from directly affiliated hospitals of universities in underdeveloped areas in Guangxi, China. A questionnaire survey was conducted among 161 young and middle-aged teachers using the convenience sampling method to obtain detailed information on a subtopic. This study identified the following major factors that prevent part-time nursing teachers from carrying out blended teaching. Namely, unclear sound, noise, stuck networks, and a noisy environment were considered to be the main obstacles for teachers to carry out online and offline blended teaching. Students’ self-discipline, learning atmosphere, and teacher’s teaching style and software application ability were considered to be related to the efficiency of online teaching. The decrease in teacher supervision, students’ temptation to leave the screen to do other things, and less contact between teachers and students were considered to be the main disadvantages of online courses. Additionally, this study also found that teachers regarded the functions of the teaching platform software as more important. Teachers’ satisfaction with the function of the platform and students’ participation and cooperation were not high. These findings may have important implications for students as a whole and educational reform in underdeveloped regions in the future.

Online Teaching, Online Courses, Blended Teaching, Influencing Factors, Teaching Reform

Li, Y. , Yun, L. , Wang, S. , Zhen, H. , Lu, L. , Huang, L. and Xie, W. (2025) Investigation and Analysis of the Experience and Satisfaction of “Blended Teaching” by Young and Middle-Aged Part-Time Teachers: Nursing Teaching Process in Affiliated Hospitals of Universities in Underdeveloped Areas Should Be Valued. Creative Education, 16, 1933-1947. doi: 10.4236/ce.2025.1611117.