Effects of mental process integrated nursing training using mobile device on students’ cognitive load, learning attitudes, acceptance, and achievements

Mobile learning in nursing education: A bibliometric analysis and visualization

AIM

This study performed a bibliometric analysis of studies related to mobile learning in the field of nursing education.

METHODS

The Scopus database was used to determine the most frequently cited studies on mobile learning in nursing education. VOSviewer and Bibliometrix were employed for bibliometric analysis and visualization. Science mapping and performance analysis was adopted from bibliometric analysis techniques. In addition, a synthetic knowledge synthesis approach was used.

RESULTS

A total of 234 publications were published in 107 sources in 2002-2023. The publications had 8797 citations, an average of 88 citations per publication. In terms of total link strength (TLS), links, a number of articles and citations, the US led all other countries in the field. Regarding authors, Hwang was the most frequently cited authors (n = 348). According to trend topics analysis, the keywords "gamification", "simulation", "attitude", "clinical competence" and "online learning" have emerged in the field.

CONCLUSION

Research on mobile learning in nursing education has been increasing in recent years. The findings of this study can provide new ideas in the applications of mobile learning in nursing education to researchers or nursing faculties in the field.

Usability Methods and Attributes Reported in Usability Studies of Mobile Apps for Health Care Education: Scoping Review

BACKGROUND

Mobile devices can provide extendable learning environments in higher education and motivate students to engage in adaptive and collaborative learning. Developers must design mobile apps that are practical, effective, and easy to use, and usability testing is essential for understanding how mobile apps meet users' needs. No previous reviews have investigated the usability of mobile apps developed for health care education.

OBJECTIVE

The aim of this scoping review is to identify usability methods and attributes in usability studies of mobile apps for health care education.

METHODS

A comprehensive search was carried out in 10 databases, reference lists, and gray literature. Studies were included if they dealt with health care students and usability of mobile apps for learning. Frequencies and percentages were used to present the nominal data, together with tables and graphical illustrations. Examples include a figure of the study selection process, an illustration of the frequency of inquiry usability evaluation and data collection methods, and an overview of the distribution of the identified usability attributes. We followed the Arksey and O'Malley framework for scoping reviews.

RESULTS

Our scoping review collated 88 articles involving 98 studies, mainly related to medical and nursing students. The studies were conducted from 22 countries and were published between 2008 and 2021. Field testing was the main usability experiment used, and the usability evaluation methods were either inquiry-based or based on user testing. Inquiry methods were predominantly used: 1-group design (46/98, 47%), control group design (12/98, 12%), randomized controlled trials (12/98, 12%), mixed methods (12/98, 12%), and qualitative methods (11/98, 11%). User testing methods applied were all think aloud (5/98, 5%). A total of 17 usability attributes were identified; of these, satisfaction, usefulness, ease of use, learning performance, and learnability were reported most frequently. The most frequently used data collection method was questionnaires (83/98, 85%), but only 19% (19/98) of studies used a psychometrically tested usability questionnaire. Other data collection methods included focus group interviews, knowledge and task performance testing, and user data collected from apps, interviews, written qualitative reflections, and observations. Most of the included studies used more than one data collection method.

CONCLUSIONS

Experimental designs were the most commonly used methods for evaluating usability, and most studies used field testing. Questionnaires were frequently used for data collection, although few studies used psychometrically tested questionnaires. The usability attributes identified most often were satisfaction, usefulness, and ease of use. The results indicate that combining different usability evaluation methods, incorporating both subjective and objective usability measures, and specifying which usability attributes to test seem advantageous. The results can support the planning and conduct of future usability studies for the advancement of mobile learning apps in health care education.

INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID)

RR2-10.2196/19072.

A Data-Driven Optimized Mechanism for Improving Online Collaborative Learning: Taking Cognitive Load into Account

Research on online collaborative learning has explored various methods of collaborative improvement. Recently, learning analytics have been increasingly adopted for ascertaining learners’ states and promoting collaborative performance. However, little effort has been made to investigate the transformation of collaborative states or to consider cognitive load as an essential factor for collaborative intervention. By bridging collaborative cognitive load theory and system dynamics modeling methods, this paper revealed the transformation of online learners’ collaborative states through data analysis, and then proposed an optimized mechanism to ameliorate online collaboration. A quasi-experiment was conducted with 91 college students to examine the potential of the optimized mechanism in collaborative state transformation, awareness of collaboration, learning achievement, and cognitive load. The promising results demonstrated that students learning with the optimized mechanism performed significantly differently in collaboration and knowledge acquisition, and no additional burden in cognitive load was noted.

How registered nurses balance limited resources in order to maintain competence: a grounded theory study

Background

Nurses have limited time outside of work for continuing professional development. Consequently, strategies need to be explored to enable them to better maintain their competence. This article describes recent research investigating if nursing behaviours in the use of mobile technologies could be leveraged to better facilitate mobile learning. It addresses a gap in the existing literature around how nurses resource their own professional development and learning in the absence of appropriate learning resources in the workplace.

Methods

The research employed a classic grounded theory methodology which was conducted with 27 registered nurses from Public and Private Hospitals in Queensland and external postgraduate nursing students from Victoria, South Australia and the Northern Territory enrolled at the University of Southern Queensland.

Results

The Theory of Economising Learning describes how nurses maintain competence with limited resources. Unfavourable staffing levels and a fast-paced workplace mean that nurses rarely prioritise their professional learning while at work. Instead, it requires the nurse to contribute personal resources including time and money.

Though the research revealed nurses were unconcerned about using mobile technologies, they were concerned about maintaining competence with limited resources. To counter this, nurses economised their learning by balancing personal resources against their motivation to maintain competence. The process of economising learning begins and ends with the development of the nurse’s personal curriculum in response to what they identify as being the most significant knowledge deficits at work that jeopardise their competence. A learning opportunity that addresses the knowledge deficit is sought. Nurses balance the opportunity to address the deficit against the cost of personal resources, to decide if they will engage with the opportunity and update their personal curriculum accordingly.

Conclusions

It is suggested that workplaces need to create reasonable expectations within nurses to address knowledge deficits and provide the resources, including time, to allow them to do so without personal cost. It is also necessary for workplaces to moderate the flow of learning opportunities so as not to overwhelm and demotivate the nurses. Currently, nurses use several strategies to optimise their learning using mobile technologies which could be leveraged in the workplace.

Features, barriers, and influencing factors of mobile learning in higher education: A systematic review

Mobile devices are not only a tool for communication, but also a powerful instrument for the economy, mass communication, and learning. Because the use of mobile devices and the Internet is growing rapidly, these tools are increasingly being utilized in learning and instruction. It is therefore important to investigate how mobile devices can be applied in learning. This article focuses on analyzing the features of mobile learning as well as the barriers and influencing factors of using mobile devices in learning. It pays particular attention to clarifying the factors, techniques, and strategies that enhance learners' experiences in using mobile devices. It reports a systematic review that examined studies published in 2006–2018 containing the keywords “mobile learning” “m-learning”, “undergraduate students” and/or “higher education.” The results of the review indicated mobile devices can be used as learning tools for tasks such as submitting homework, reflecting on immediate learning experiences, and sharing ideas. Instructors should consider three main components in mobile learning: learners' and instructors’ readiness, learning management and supporting systems.

Effects of mobile learning for nursing students in clinical education: A meta-analysis

The objective of this meta-analysis was to assess the effects of mobile learning for nursing students in clinical nursing education. Five electronic databases including PubMed, CINAHL, EMBASE, the Cochrane library and Web of Science were searched for English language articles published on or before February 10, 2020. Two reviewers retrieved articles, evaluated quality and extracted data independently. Review Manager (RevMan) version 5.3 software was used to perform meta-analysis. A total of 9 studies including 580 nursing students receiving clinical nursing education met the inclusion criteria. The mobile learning intervention led to significant improvements in nursing students' skills (SMD = 1.22, 95% CI [0.29, 2.14], P = 0.009), knowledge (SMD = 0.43, 95% CI [0.11, 0.76], P = 0.009), satisfaction (SMD = 0.31, 95% CI [0.05, 0.56], P = 0.020), and confidence (SMD = 0.4, 95% CI [0.16, 0.63], P < 0.001) compared with the control group. Due to differences in experimental design among studies and limited data availability, we cautiously conclude that mobile learning has a beneficial effect on clinical nursing education for nursing students compared with conventional methods.

Investigating medical professionals' continuance intention of the cloud-based e-learning system: an extension of expectation–confirmation model with flow theory

Purpose

The purpose of this study is to propose an integrated model based on expectation–confirmation model (ECM), flow theory and human–organization–technology fit framework to examine whether human, organizational and technology factors as antecedents to medical professionals' beliefs can affect their continuance intention of the cloud-based e-learning system.

Design/methodology/approach

Sample data for this study were collected from medical professionals at five hospitals in Taiwan. A total of 500 questionnaires were distributed, and 368 (73.6%) useable questionnaires were analyzed using structural equation modeling in this study.

Findings

Synthetically speaking, human, organizational and technology factors, as antecedents to medical professionals' continuance intention of the cloud-based e-learning system have been examined, and the results strongly support the research model with all hypothesized links being significant.

Originality/value

Particularly, it is worth mentioning that the application of capturing both ECM and flow theory for completely explaining three types of factors (i.e. human, organizational and technology factors) as external variables to medical professionals' cloud-based e-learning continuance intention is well documented, that is, information systems (IS) and nonIS determinants are simultaneously evaluated, and extrinsic and intrinsic motivators are both taken into consideration in this study's theoretical development of medical professionals' cloud-based e-learning continuance intention to acquire a more comprehensive and robust analysis.

Collaborative Learning by Teaching: A Pedagogy between Learner-Centered and Learner-Driven

Learner-centered and learner-driven pedagogy have long been advocated by many educators and scholars who focus on sustainable education. This study proposes a pedagogical approach called collaborative learning by teaching (CLBT), which is both learner-centered and learner-driven. This study aims to explore and analyze the student perceptions of CLBT by conducting a field experiment in a Chinese public university. The quantitative results show that student perceptions were comprised of three dimensions: perceptions of CLBT, perceptions of teamwork, and perceptions of mobile learning. The male students had significantly more positive perceptions of CLBT and mobile learning compared to the female students. The qualitative findings indicate that although students have some difficulties with self-discipline, they gain much in active learning capabilities and teamwork skills. The relationship between CLBT and sustainability competence should be further studied in the future.

Effect of education using the virtual social network on the knowledge and attitude of emergency nurses of disaster preparedness: A quasi-experiment study

BACKGROUND

Nurses play an important role in helping people to cope with disasters. Dealing with disasters requires proper knowledge, attitudes and skills that can be achieved through education. Education through virtual social networks as a method of distance education can be used due to its accessibility and ease of use.

OBJECTIVES

To investigate the effect of education using the virtual social network on the knowledge and attitude of emergency nurses of disaster preparedness.

DESIGN

This was a pre-test and post-test quasi-experimental study with a control group.

SETTING

The study was conducted in two hospitals in Tehran, Iran.

PARTICIPANTS

A total of 60 nurses (n = 30 nurses in each group) participated in this study. Before the study, they signed the informed consent form.

METHODS

They were selected using a census method and were divided into two control (n = 30) and intervention groups (n = 30). Data was collected before and after the intervention using the disaster preparedness questionnaire. The intervention group received 34-session education of disaster preparedness via the virtual social network (Telegram application). Data was analyzed using descriptive and inferential statistics via the SPSS v.22 software.

RESULTS

No statistically significant difference was reported between the groups regarding the pretest knowledge score, but the posttest knowledge score was significantly higher in the intervention group compared to the control group (p < 0.001). In the intervention group, knowledge scores significantly increased at the posttest compared to the pretest (p < 0.01). No a similar condition happened in the control group. While the posttest attitude score was higher than the pretest attitude score, it was not statistically significant.

CONCLUSIONS

A significant increase in the knowledge score of the intervention group was reported compared to the control group indicating the effectiveness of learning through the virtual social network. Also, the high level of attitude scores before and after education indicated the positive attitude of emergency nurses toward the need for disaster preparedness.