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Determinants of high school students’ digital reading flow experience: an experimental study. ELECTRONIC LIBRARY 2023. [DOI: 10.1108/el-05-2022-0117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/05/2023]
Abstract
Purpose
This study aims to explore the influence of information presentation conditions on the flow experience of digital reading for high school students.
Design/methodology/approach
Firstly, a survey determines the preferred reading medium and the types of texts that high school students frequently read. Secondly, Experiment 1 focuses on the effects of the text type and reading medium on flow experience and reading comprehension. Finally, Experiment 2 addresses a narrative text presented on a smartphone, and discusses the influence of advance organizer, presentation format and page layout on flow experience and reading comprehension.
Findings
In digital reading, the narrative text has a stronger flow experience than explanatory text; the flow experience of reading narration on smartphones is more evident than on computers. The advance organizer and text combined with pictures are more conducive to a flow experience when a smartphone is used as a reading medium. From the perspective of reading comprehension, scrolling is more suitable for reading text combined with pictures and paging best suits pure text.
Originality/value
Through experimental methods, this study reveals the influence of information presentation conditions on the digital reading flow experience, which is a meaningful and innovative topic. The findings can provide more enlightenment and reference for the design and promotion of digital resources and digital reading by teenagers.
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The Student Athlete Wellness Portal: Translating Student Athletes’ Prescription Opioid Use Narratives into a Targeted Public Health Intervention. Medicina (B Aires) 2022; 58:medicina58111642. [PMID: 36422181 PMCID: PMC9695382 DOI: 10.3390/medicina58111642] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2022] [Revised: 10/31/2022] [Accepted: 11/10/2022] [Indexed: 11/16/2022] Open
Abstract
Background and Objectives: The opioid epidemic has permeated all strata of society over the last two decades, especially within the adolescent student athletic environment, a group particularly at risk and presenting their own challenges for science and practice. This paper (a) describes the development of a web-based intervention called the Student Athlete Wellness Portal that models effective opioid misuse resistance strategies and (b) details the findings of a single-group design to test its effectiveness. Materials and Methods: Formative research included 35 student athletes residing in the United States, ages 14 to 21, who had been injured in their school-based sport. They participated in in-depth qualitative interviews to explore narratives relating to their injuries and pain management plans. Inductive analyses of interview transcripts revealed themes of the challenges of being a student athlete, manageable vs. unmanageable pain, and ways to stay healthy. These themes were translated into prevention messages for the portal, which was then tested in a single-group design. Results: Users of the portal (n = 102) showed significant decreases in their willingness to misuse opioids and increases in their perceptions of opioid risks. Conclusions: This manuscript illuminates the processes involved in translating basic research knowledge into intervention scripts and reveals the promising effects of a technology-based wellness portal.
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Özkütük N, Orgun F, Baysan A. The readiness of nursing students for mobile learning: a cross-sectional study. Contemp Nurse 2021; 57:202-212. [PMID: 34591735 DOI: 10.1080/10376178.2021.1987940] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
BACKGROUND Combining electronic learning with mobile informatics, mobile learning allows learning anytime and anywhere. Nursing education includes both theoretical and hands-on components. The use of mobile learning technologies in nursing education enables students to actively participate in the learning process, improve their cognitive and psychomotor skills, access information at any time, and meet lifelong learning needs. AIMS This study aimed to investigate the readiness of nursing students for mobile learning and related sociodemographic characteristics. METHODS This descriptive study included 678 nursing students studying at three different state universities. The data were collected using an identification form and the Mobile Learning Readiness Scale (MLRS). RESULTS The study indicated that the students had a moderately high level of readiness for mobile learning. No significant relationship was found between gender and the MLRS scores (p>0.05). However, a significant relationship was found between age and the optimism sub-dimension of MLRS. Significant relationships were found between students' mobile learning readiness and their grade level and income (p<0.01 for both). Also, significant relationships were found between students' readiness and university they attended, except for the optimism sub-dimension (p>0.05). CONCLUSION In conclusion, nursing students were found to have the level of awareness and readiness required for using mobile learning technologies in educational processes. IMPACT STATEMENT Determining the level of readiness of student nurses for mobile learning technologies will help nurse educators in their educational processes.
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Affiliation(s)
- Nilay Özkütük
- Ege University Nursing Faculty, Department of Nursing Education, Izmir, Turkey
| | - Fatma Orgun
- Ege University Nursing Faculty, Department of Nursing Education, Izmir, Turkey
| | - Aydan Baysan
- Ege University Nursing Faculty, Department of Nursing Education, Izmir, Turkey
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Bock A, Elvers D, Peters F, Kramer C, Kniha K, Hölzle F, Spreckelsen C, Modabber A. Effects of mobile learning on writing panoramic radiograph reports: a quasi-experimental trial in dental education. BMC MEDICAL EDUCATION 2021; 21:466. [PMID: 34470635 PMCID: PMC8411548 DOI: 10.1186/s12909-021-02889-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/10/2021] [Accepted: 08/17/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND In dentistry, the reporting of panoramic radiographs is particularly challenging, as many structures are depicted in one image and pathologies need to be identified completely. To enhance the learning process for these interpretations, the advantages of the increasingly popular education method of mobile learning could be used. Therefore, this study aimed to determine the effectiveness of learning to report panoramic radiographs using an application (app) on a mobile device. METHODS The existing e-learning programme 'PantoDict' was further developed into a mobile app with a new training section. Participants of a dental radiology course were divided into two groups, one of which additionally had the chance to practise reporting panoramic radiographs using the app. A test to assess the knowledge gained was conducted at the end of the semester; the course and the app were also evaluated. RESULTS The group that used the app showed significantly better results in the test than the control group (p < 0.05). Although the app group approved a high satisfaction using the app as an additional supplement to the course, this did not result in a higher overall satisfaction with the course. Further, these students observed that the traditional face-to-face seminar could not be replaced by the app. CONCLUSION By using the PantoDict app, students were offered better training options for writing reports on panoramic radiographs, which resulted in significantly better test results than the results of the control group. Therefore, the mobile app is a useful supplement to classical education formats within the context of a blended learning approach.
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Affiliation(s)
- Anna Bock
- Department of Oral and Maxillofacial Surgery, University Hospital of Aachen University, Pauwelsstr. 30, 52074, Aachen, Germany.
| | - Dirk Elvers
- Department of Oral and Maxillofacial Surgery, University Hospital of Aachen University, Pauwelsstr. 30, 52074, Aachen, Germany
| | - Florian Peters
- Department of Oral and Maxillofacial Surgery, University Hospital of Aachen University, Pauwelsstr. 30, 52074, Aachen, Germany
| | - Chris Kramer
- Department of Medical Informatics, RWTH Aachen University, Pauwelsstr. 30, 52074, Aachen, Germany
| | - Kristian Kniha
- Department of Oral and Maxillofacial Surgery, University Hospital of Aachen University, Pauwelsstr. 30, 52074, Aachen, Germany
| | - Frank Hölzle
- Department of Oral and Maxillofacial Surgery, University Hospital of Aachen University, Pauwelsstr. 30, 52074, Aachen, Germany
| | - Cord Spreckelsen
- Institute of Medical Statistics, Computer and Data Sciences, University Hospital Jena, Nachstraße 18, 07743, Jena, Germany
| | - Ali Modabber
- Department of Oral and Maxillofacial Surgery, University Hospital of Aachen University, Pauwelsstr. 30, 52074, Aachen, Germany
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Jalili P, Valizadeh L, Jaffar Abadi M, Jari P. Comparing the effects of education through compact disk and social media on knowledge and practice regarding the assessment of preterm infant behavior among nurses in neonatal intensive care units. Nurs Midwifery Stud 2021. [DOI: 10.4103/nms.nms_10_20] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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Yang X, Xie RH, Chen S, Yu W, Liao Y, Krewski D, Wen SW. Using Video Feedback Through Smartphone Instant Messaging in Fundamental Nursing Skills Teaching: Observational Study. JMIR Mhealth Uhealth 2019; 7:15386. [PMID: 31489839 PMCID: PMC6786856 DOI: 10.2196/15386] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2019] [Revised: 08/19/2019] [Accepted: 08/21/2019] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Video feedback has been shown to be an effective teaching tool that can improve student learning when having them view their own performance. However, the literature on the effect of integrating smartphones with video feedback in fundamental nursing skills teaching is sparse. OBJECTIVE This study aimed to explore the potential effects of video feedback through smartphone-based instant messaging on teaching undergraduate nursing students fundamental nursing skills. METHODS We conducted a study on teaching fundamental nursing skills to 6 classes of second-year undergraduate nursing students. In 2 classes (the intervention group), the instructor elected to use smartphone-based video feedback to facilitate teaching; instructors in the other 4 classes (the control group) elected to use routine methods of teaching without video feedback. Scores from the final examination, in-class assignments, and the General Self-Efficacy Scale questionnaire were collected and compared between the two groups. Multiple linear regression analysis was performed to estimate the independent effect of video feedback after adjusting for gender, age, and prior experience in the use of WeChat/QQ in learning applications. An ad hoc questionnaire was used for student evaluation of the novel smartphone-based video feedback teaching method. RESULTS A total of 195 nursing students (65 in the video feedback group and 130 in the control group) completed the study and were included in the final analysis. Mean and standard deviation of scores on the final examination, bed making, aseptic procedure, vital signs measurement, and oxygen therapy were 91.29 (SD 2.36), 90.52 (SD 3.18), 93.23 (SD 3.16), 91.65 (SD 4.21), and 92.06 (SD 3.58), respectively, in the video feedback group and 89.99 (SD 3.12), 81.71 (SD 8.63), 87.12 (SD 5.50), 87.45 (SD 8.00), and 90.37 (SD 6.36), respectively, in the control group (differences were statistically significant). The mean and standard deviation of scores for assignments in catheterization and enema and General Self-Efficacy Scale were 89.69 (SD 3.22), 91.14 (SD 3.15), and 24.52 (SD 5.35), respectively, in the video feedback group and 88.82 (SD 7.48), 90.79 (SD 6.08), and 24.50 (SD 6.16), respectively, in the control group (differences were not statistically significant). The majority (over 98%) of nursing students were satisfied with this smartphone-based video feedback teaching method. CONCLUSIONS Video feedback through smartphone-based instant messaging may be an effective way to improve nursing students' academic performance and professional skills.
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Affiliation(s)
- Xiaoxian Yang
- School of Nursing, Wuxi Taihu University, Wuxi, China
| | - Ri-Hua Xie
- Department of Nursing, Nanhai Hospital, Southern Medical University, Foshan, China.,General Practice Center, Nanhai Hospital, Southern Medical University, Foshan, China
| | - Si Chen
- School of Nursing, Wuxi Taihu University, Wuxi, China
| | - Wei Yu
- School of Nursing, Wuxi Taihu University, Wuxi, China
| | - Yan Liao
- Ottawa Hospital Research Institute, Ottawa, ON, Canada
| | - Daniel Krewski
- McLaughlin Centre for Population Health Risk Assessment, Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada.,School of Epidemiology and Public Health, Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
| | - Shi Wu Wen
- School of Epidemiology and Public Health, Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada.,Ottawa Hospital Research Institute, University of Ottawa, Ottawa, ON, Canada.,Department of Obstetrics & Gynecology, Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
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Lee H, Min H, Oh SM, Shim K. Mobile Technology in Undergraduate Nursing Education: A Systematic Review. Healthc Inform Res 2018; 24:97-108. [PMID: 29770243 PMCID: PMC5944191 DOI: 10.4258/hir.2018.24.2.97] [Citation(s) in RCA: 30] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2018] [Revised: 04/14/2018] [Accepted: 04/15/2018] [Indexed: 11/23/2022] Open
Abstract
Objectives This study aimed to identify and systematically review the literature on the use of mobile technology in nursing education. The research findings could evidence the effectiveness of mobile technology in undergraduate nursing students' learning outcomes. Methods Computerized searches were conducted using the Ovid-MEDLINE, Ovid-EMBASE, Cochrane Library, and CINAHL databases for relevant primary studies and limited to those between 2000 and February 2018. Only randomized controlled trials (RCTs) and quasi-experimental studies published in either English or Korean were included and critically appraised using Joanna Briggs Institute tools. Results Seven RCTs and 7 quasi-experimental studies were identified. The mobile device and intervention applied varied throughout all the studies. Studies published earlier in the 2000s found that immediate access to clinical and pharmacological referencing information through the mobile device increased students' efficacy in clinical practice. Later studies, which were mostly conducted in Korea, reported that smartphone-based applications could promote nursing students' learning motivation and satisfaction but not their clinical skills and knowledge. Conclusions We still seem to be in the beginning stage of implementing mobile technology in nursing education due to the limited implication of mobile technology and inconsistent research conclusions. In the future, rigorous primary empirical studies are needed to suggest the effective use of mobile devices in nursing education.
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Affiliation(s)
- Hyejung Lee
- College of Nursing·Mo-Im Kim Nursing Research Institute, Yonsei University, Seoul, Korea
| | - Haeyoung Min
- College of Nursing, Gyeongsang National University, Jinju, Korea
| | - Su-Mi Oh
- College of Nursing, Yonsei University, Seoul, Korea
| | - Kaka Shim
- College of Nursing, University of Illinois at Chicago, Chicago, IL, USA
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Lee MK, Park BK. Effects of Flipped Learning Using Online Materials in a Surgical Nursing Practicum: A Pilot Stratified Group-Randomized Trial. Healthc Inform Res 2018; 24:69-78. [PMID: 29503755 PMCID: PMC5820089 DOI: 10.4258/hir.2018.24.1.69] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2017] [Revised: 12/28/2017] [Accepted: 01/02/2018] [Indexed: 12/03/2022] Open
Abstract
Objectives This study examined the effect of flipped learning in comparison to traditional learning in a surgical nursing practicum. Methods The subjects of this study were 102 nursing students in their third year of university who were scheduled to complete a clinical nursing practicum in an operating room or surgical unit. Participants were randomly assigned to either a flipped learning group (n = 51) or a traditional learning group (n = 51) for the 1-week, 45-hour clinical nursing practicum. The flipped-learning group completed independent e-learning lessons on surgical nursing and received a brief orientation prior to the commencement of the practicum, while the traditional-learning group received a face-to-face orientation and on-site instruction. After the completion of the practicum, both groups completed a case study and a conference. The student's self-efficacy, self-leadership, and problem-solving skills in clinical practice were measured both before and after the one-week surgical nursing practicum. Results Participants' independent goal setting and evaluation of beliefs and assumptions for the subscales of self-leadership and problem-solving skills were compared for the flipped learning group and the traditional learning group. The results showed greater improvement on these indicators for the flipped learning group in comparison to the traditional learning group. Conclusions The flipped learning method might offer more effective e-learning opportunities in terms of self-leadership and problem-solving than the traditional learning method in surgical nursing practicums.
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Affiliation(s)
- Myung Kyung Lee
- College of Nursing and Research Institute of Nursing Science, Kyungpook National University, Daegu, Korea
| | - Bu Kyung Park
- College of Nursing and Research Institute of Nursing Science, Kyungpook National University, Daegu, Korea
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Chreiman KM, Prakash PS, Martin ND, Kim PK, Mehta S, McGinnis K, Gallagher JJ, Reilly PM. Staying connected: Service-specific orientation can be successfully achieved using a mobile application for onboarding care providers. Trauma Surg Acute Care Open 2017; 2:e000085. [PMID: 29766089 PMCID: PMC5877901 DOI: 10.1136/tsaco-2017-000085] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2017] [Accepted: 03/13/2017] [Indexed: 11/04/2022] Open
Abstract
Communicating service-specific practice patterns, guidelines, and provider information to a new team of learners that rotate frequently can be challenging. Leveraging individual and healthcare electronic resources, a mobile device platform was implemented into a newly revised resident onboarding process. We hypothesized that offering an easy-to-use mobile application would improve communication across multiple disciplines as well as improve provider experiences when transitioning to a new rotation. A mobile platform was created and deployed to assist with enhancing communication within a trauma service and its resident onboarding process. The platform had resource materials such as: divisional policies, Clinical Practice Guidelines (CMGs), and onboarding manuals along with allowing for the posting of divisional events, a divisional directory that linked to direct dialing, text or email messaging, as well as on-call schedules. A mixed-methods study, including an anonymous survey, aimed at providing information on team member's impressions and usage of the mobile application was performed. Usage statistics over a 3-month period were analyzed on those providers who completed the survey. After rotation on the trauma service, trainees were asked to complete an anonymous, online survey addressing both the experience with, as well as the utility of, the mobile app. Thirty of the 37 (81%) residents and medical students completed the survey. Twenty-five (83%) trainees stated that this was their first experience rotating on the trauma service and 6 (20%) were from outside of the health system. According to those surveyed, the most useful function of the app were access to the directory (15, 50%), the divisional calendar (4, 13.3%), and the on-call schedules (3, 10%). Overall, the app was felt to be easy to use (27, 90%) and was accessed an average of 7 times per day (1-50, SD 9.67). Over half the survey respondents felt that the mobile app was helpful in completing their everyday tasks (16, 53.3%). Fifteen (50%) of the respondents stated that the app made the transition to the trauma service easier. Twenty-five (83.3%) stated it was valuable knowing about departmental events and announcements, and 17 (56.7%) felt more connected to the division. The evolution of mobile technology is rapidly becoming fundamental in medical education and training. We found that integrating a service-specific mobile application improved the learner's experience when transitioning to a new service and was a valuable onboarding instrument. Level of evidence IV.
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Affiliation(s)
- Kristen M Chreiman
- Division of Traumatology, Surgical Critical Care and Emergency Surgery, University of Pennsylvania, Pennsylvania, USA
| | - Priya S Prakash
- Division of Traumatology, Surgical Critical Care and Emergency Surgery, University of Pennsylvania, Pennsylvania, USA
| | - Niels D Martin
- Division of Traumatology, Surgical Critical Care and Emergency Surgery, University of Pennsylvania, Pennsylvania, USA
| | - Patrick K Kim
- Division of Traumatology, Surgical Critical Care and Emergency Surgery, University of Pennsylvania, Pennsylvania, USA
| | - Samir Mehta
- Department of Orthopaedic Surgery, University of Pennsylvania, Pennsylvania, USA
| | - Kelly McGinnis
- Department of Orthopaedic Surgery, University of Pennsylvania, Pennsylvania, USA
| | - John J Gallagher
- Division of Traumatology, Surgical Critical Care and Emergency Surgery, University of Pennsylvania, Pennsylvania, USA
| | - Patrick M Reilly
- Division of Traumatology, Surgical Critical Care and Emergency Surgery, University of Pennsylvania, Pennsylvania, USA
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Slater CE, Cusick A. Factors related to self-directed learning readiness of students in health professional programs: A scoping review. NURSE EDUCATION TODAY 2017; 52:28-33. [PMID: 28229917 DOI: 10.1016/j.nedt.2017.02.011] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/16/2016] [Revised: 02/01/2017] [Accepted: 02/08/2017] [Indexed: 05/27/2023]
Abstract
BACKGROUND Academic and professional drivers have stimulated interest in self-directed learning of students in pre-certification health professional programs. Particular attention has focussed on factors which may influence a students' readiness for self-directed learning. METHOD A five stage structured scoping review of published literature was conducted to identify measures of self-directed learning readiness used with students in pre-certification health professional programs and those factors that have been investigated as potential determinants. Relevant articles were identified in six databases using key search terms and a search strategy. Two independent reviewers used criteria to cull irrelevant sources. Articles which met eligibility criteria were charted. RESULTS The final analysis included 49 articles conducted in nursing, medicine, physiotherapy, pharmacy, occupational therapy and dentistry cohorts. Twenty-one potential determinants had been investigated with gender, year level, age program delivery and previous education level the most common. Self-directed learning readiness has been of interest globally, mostly in medicine and nursing, and studies have nearly exclusively used one of two instruments. CONCLUSION There is nascent evidence that age, year level and previous education level may have positive influence. These factors have in common the passing of time and may in fact be proxy for more encompassing developmental or social constructs. Further research is needed particularly in the allied health professions where there is limited research in very few disciplines. Studies in interprofessional contexts may be an efficient approach to increasing the knowledge base. Further work is also warranted to determine appropriate use of the two instruments across the range of health disciplines.
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Affiliation(s)
- Craig E Slater
- College of Health and Rehabilitation Sciences: Sargent College, Boston University, 635 Commonwealth Avenue, Boston, MA 02215, USA; School of Health and Society, University of Wollongong Australia, Wollongong, NSW 2522, Australia.
| | - Anne Cusick
- School of Health and Society, University of Wollongong Australia, Wollongong, NSW 2522, Australia; Faculty of Health Sciences, University of Sydney, Lidcombe, NSW 2141, Australia.
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Alvarez AG, Dal Sasso GTM, Iyengar MS. Persuasive technology in teaching acute pain assessment in nursing: Results in learning based on pre and post-testing. NURSE EDUCATION TODAY 2017; 50:109-114. [PMID: 28039801 DOI: 10.1016/j.nedt.2016.12.019] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/01/2016] [Revised: 11/13/2016] [Accepted: 12/14/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Thousands of patients seek health services every day with complaints of pain. However, adequate pain assessment is still flawed, a fact that is partly related to gaps in professional learning on this topic. Innovative strategies such as the use of a virtual learning object mediated by persuasive technology in the learning of undergraduate nursing students can help to fill these gaps and to provide different ways of learning to learn. OBJECTIVE To evaluate the results in learning among undergraduate nursing students about assessment of acute pain in adults and newborns, before and after an online educational intervention. DESIGN This is a quasi-experimental, non-equivalent study using pre-and post-testing. SETTING Federal University of Santa Catarina, Brazil. PARTICIPANTS 75 undergraduate nursing students. METHODS Our study was conducted in three steps (pre-test, education intervention, post-test). Data were collected from November 2013 to February 2014. The educational intervention was performed using online access to virtual learning object about acute pain assessment, which students accessed on their mobile devices. CONCLUSION A significant difference was seen in student learning (p<0.001) in the post-test compared with the pre-test results. The students understood the importance of the topic, and were satisfied and motivated by the technology and method applied. The use of persuasive technology such as small mobile devices as mediators of online educational interventions broadens learning spaces in an innovative, flexible, motivational, and promising manner.
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Affiliation(s)
- Ana Graziela Alvarez
- Federal University of Santa Catarina, Postal Box: 5057, 88040-900 Florianópolis, SC, Brazil.
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Effects of Mobile Learning in Medical Education: A Counterfactual Evaluation. J Med Syst 2016; 40:136. [DOI: 10.1007/s10916-016-0487-4] [Citation(s) in RCA: 64] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2016] [Accepted: 03/31/2016] [Indexed: 11/26/2022]
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