Configuration of Mobile Learning Tools to Support Basic Physical Assessment in Nursing Education: Longitudinal Participatory Design Approach
| العنوان: | Configuration of Mobile Learning Tools to Support Basic Physical Assessment in Nursing Education: Longitudinal Participatory Design Approach |
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| المؤلفون: | H. Ösp Egilsdottir, Lena Günterberg Heyn, Hilde Eide, Kirsten Røland Byermoen, Anne Moen, Espen Andreas Brembo |
| المصدر: | JMIR mhealth and uhealth e22633 JMIR mHealth and uHealth |
| بيانات النشر: | JMIR Publications Inc., 2021. |
| سنة النشر: | 2021 |
| مصطلحات موضوعية: | Adult, Male, nursing skills, 020205 medical informatics, Higher education, Computer science, Health Informatics, 02 engineering and technology, physical examination, 03 medical and health sciences, Participatory design, computer simulation, 0202 electrical engineering, electronic engineering, information engineering, Mathematics education, education, nursing, Humans, Nurse education, Digital learning, education, clinical, Curriculum, Competence (human resources), Original Paper, mobile phone, learning, 030504 nursing, Norway, business.industry, mobile application, Female, Students, Nursing, Educational Measurement, 0305 other medical science, business, Knowledge transfer, Inclusion (education), clinical competence |
| الوصف: | Background As many students in higher education are skilled users of mobile technology, mobile learning (mLearning) can be a promising educational strategy to enhance their learning experience. mLearning might also be well suited for nursing students as they navigate between multiple learning contexts in their educational curriculum. As an educational strategy, mLearning may also reduce challenges caused by the theory-practice gap in nursing by supporting skills and knowledge transfer between the university and clinical settings. As the introduction of basic physical assessment skills (B-PASs) into Norwegian bachelor’s degree education in nursing occurred quite recently, there is a lack of competence in supervision and teaching in both university and clinical settings. As such, mLearning appears to be a good strategy to support student B-PAS learning and knowledge transfer across learning contexts. Objective This study aims to explore and elicit the perspectives of students regarding the way in which a selection of digital learning resources supports B-PAS learning and application in clinical rotation, which of the selected digital learning resources are beneficial to include in a suite of mLearning tools, and how the selected digital learning resources could support the transfer of skills and knowledge from the academic to clinical context. Methods We used a longitudinal participatory design approach to co-design a suite of mLearning tools. The co-design processes took place in several workshops (WSs) over a period of 3 months: 2 WSs with first-year students (n=6), 3 WSs with second-year students (n=6), and 3 WSs with third-year students (n=8). The students evaluated several digital learning resources in both academic and clinical contexts. The digital learning resources included digital simulation with virtual patients, massive open online courses, and multimedia learning material. In the co-design WS, the potential and benefits of these digital learning resources for the learning and application of B-PASs were explored. Results The students reported that the digital learning resources stimulated learning in 7 different ways. They also emphasized the importance of including all selected and tested digital learning resources. Moreover, students supported the inclusion of additional learning material, such as multiple-choice tests and written assignments, aimed at providing feedback and contributing to knowledge development. Conclusions The co-design processes and collaboration with the nursing students provided insight into how a suite of mLearning tools may support the learning and application of B-PASs and human bioscience knowledge in clinical rotation. From the students’ perspective, one of the strengths of the suite of mLearning tools was the range of content, as this met a broader range of student learning preferences regarding learning B-PASs. The suite of mLearning tools contributes to and supports skills training and knowledge transfer between multiple learning contexts. |
| وصف الملف: | application/pdf |
| تدمد: | 2291-5222 |
| الوصول الحر: | https://explore.openaire.eu/search/publication?articleId=doi_dedup___::fd6f4cde3b5edf78b31cc79e7dee8f20Test https://doi.org/10.2196/22633Test |
| حقوق: | OPEN |
| رقم الانضمام: | edsair.doi.dedup.....fd6f4cde3b5edf78b31cc79e7dee8f20 |
| قاعدة البيانات: | OpenAIRE |
| تدمد: | 22915222 |
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