In-Young Yoo1, Young-Mi Lee2. 1. Jeonju University, Hyoja-dong, 3Ga, 1200, Jeongu 560-759, South Korea. 2. Gordon Center for Research in Medical Education, University of Miami, 1120 NW 14th St, Miami 33136, USA. Electronic address: ymlyoon@naver.com.
Abstract
BACKGROUND: Mobile applications can be used as effective simulations for nursing education. However, little is known regarding the effects of mobile application-mediated training on nursing. The aim of this study was to determine the effectiveness of mobile applications by comparing the effectiveness of a high-fidelity human patient simulator to that of a mobile application on student learning. METHODS: Following lectures on the lungs and the heart, twenty-two students were separated into two groups to perform a simulation exercise. Then, the students' education effects were evaluated based on their knowledge of lung and heart assessments, their clinical assessment skill, and satisfaction with their education. RESULTS: After four weeks, the mobile application group maintained their knowledge, whereas the high-fidelity human patient simulator group exhibited significantly decreased knowledge of the lung assessment. Knowledge of the heart assessment was significantly increased in both groups. There was no significant difference in clinical assessment skill or educational satisfaction between the groups. CONCLUSIONS: We found that mobile applications provide educational tools similarly effective to a high-fidelity human patient simulator to maintain memory and to teach cardiopulmonary assessment skills.
BACKGROUND: Mobile applications can be used as effective simulations for nursing education. However, little is known regarding the effects of mobile application-mediated training on nursing. The aim of this study was to determine the effectiveness of mobile applications by comparing the effectiveness of a high-fidelity humanpatient simulator to that of a mobile application on student learning. METHODS: Following lectures on the lungs and the heart, twenty-two students were separated into two groups to perform a simulation exercise. Then, the students' education effects were evaluated based on their knowledge of lung and heart assessments, their clinical assessment skill, and satisfaction with their education. RESULTS: After four weeks, the mobile application group maintained their knowledge, whereas the high-fidelity humanpatient simulator group exhibited significantly decreased knowledge of the lung assessment. Knowledge of the heart assessment was significantly increased in both groups. There was no significant difference in clinical assessment skill or educational satisfaction between the groups. CONCLUSIONS: We found that mobile applications provide educational tools similarly effective to a high-fidelity humanpatient simulator to maintain memory and to teach cardiopulmonary assessment skills.
Authors: Laura Briz-Ponce; Juan Antonio Juanes-Méndez; Francisco José García-Peñalvo; Anabela Pereira Journal: J Med Syst Date: 2016-04-20 Impact factor: 4.460