Development of a blended teaching quality evaluation scale (BTQES) for undergraduate nursing based on the Context, Input, Process and Product (CIPP) evaluation model: A cross-sectional survey.

Objective: Developing a nursing undergraduate blended teaching quality evaluation tool based on the Context, Input, Process and Product model and evaluating its reliability and validity.

Background: Blended teaching is a commonly used teaching method in medical education, but there are limited tools available to effectively measure the quality of blended teaching.

Design: A Delphi study and cross-sectional study.