Evaluation of nursing instructors’ readiness for blended teaching from the perspectives of instructors and students: a cross-sectional survey

BACKGROUND: Blended teaching is becoming the new normal of future education, and the sudden epidemic has accelerated this process. Instructors' readiness for blended teaching has an important impact on the effectiveness of blended teaching and learning. This study aims to investigate nursing instructors' readiness for blended teaching from the perspectives of instructors and students, providing implications and suggestions for blended teaching. METHODS: A cross-sectional survey was conducted among 70 nursing instructors and 414 nursing students from Henan University of Traditional Chinese Medicine. Data were collected using the translated Chinese version of the Blended Teaching Readiness Instrument. Descriptive statistics, group comparison tests, effect sizes, confirmatory factor analysis, and multiple linear regression were used for data analysis. Data were collected from March 2025 to May 2025. RESULTS: The statistical analysis (IBM SPSS 28) reported that the nursing instructors were ready for blended teaching, supported by nursing students' evaluations. In addition, in the dimensions of dispositions (4.52 vs. 4.74), online integration (4.50 vs. 4.68), and data practices (4.63 vs. 4.83), students' evaluation is lower than the instructors' self-evaluation; whereas students' evaluation is higher than the instructors' evaluation in the dimension of online interaction (4.68 vs. 4.27). CONCLUSIONS: This study indicated that nursing teachers were ready for blended teaching from both the students' and instructors' perspectives. However, there is room for improvement in terms of nursing instructors' dispositions, online integration, and data practices from the perspective of students. CLINICAL TRIAL NUMBER: Not applicable.