Yeu-Hui Chuang1, Fu-Chih Lai2, Chia-Chi Chang3, Hsu-Tien Wan4. 1. School of Nursing, College of Nursing, Taipei Medical University, 250 Wu-Xing St., Taipei 110, Taiwan. Electronic address: yeuhui@tmu.edu.tw. 2. Post-Baccalaureate Program in Nursing, College of Nursing, Taipei Medical University, 250 Wu-Xing St., Taipei 110, Taiwan. Electronic address: flai@tmu.edu.tw. 3. School of Gerontology Health Management, College of Nursing, Taipei Medical University, 250 Wu-Xing St., Taipei 110, Taiwan. Electronic address: cchang@tmu.edu.tw. 4. Division of Educational Technology, Office of Information Technology, Taipei Medical University, 250 Wu-Xing St., Taipei 110, Taiwan. Electronic address: wanhsu@tmu.edu.tw.
Abstract
BACKGROUND: The correct and appropriate performance of nursing skills by students can ensure patient safety and care quality. However, developing appropriate teaching and learning strategies to enhance nursing students' nursing skills and knowledge are challenging tasks for nursing faculty members. Nowadays, smartphones are popular mobile devices that are used on campuses by students and could be considered a potential tool to deliver learning materials to nursing students. OBJECTIVES: This study aimed to examine the effects of a skill demonstration video delivered by smartphone on facilitating nursing students' nursing skill competency and confidence. DESIGN: A randomized controlled trial study design was used. SETTINGS AND PARTICIPANTS: A convenience sample of nursing students at a university was recruited. METHODS: After receiving a regular nursing skills lab demonstration, pre-test data were collected from nursing students in an intervention group (n = 44) and a comparison group (n = 43). Then, students in the intervention group downloaded the skill demonstration video onto their smartphones, while the comparison group did not. Post-test data were collected at 2 weeks after the intervention. RESULTS: There were significant differences in students' urinary catheterization knowledge (F = 4.219, p = 0.04) and skills (F = 6.739, p = 0.013), but there was no difference in students' confidence level (F = 2.201, p = 0.142) between the two groups after the intervention. Furthermore, the average score of the satisfaction level regarding the intervention was 4.46 (SD = 0.43) on a scale of 1-5. CONCLUSIONS: This study found that delivering learning materials through smartphones to nursing students is suitable. Although there was no significant difference in students' self-confidence level, students' knowledge and skills were improved by the intervention. Smartphones can serve as a supplemental tool for learning nursing skills.
RCT Entities:
BACKGROUND: The correct and appropriate performance of nursing skills by students can ensure patient safety and care quality. However, developing appropriate teaching and learning strategies to enhance nursing students' nursing skills and knowledge are challenging tasks for nursing faculty members. Nowadays, smartphones are popular mobile devices that are used on campuses by students and could be considered a potential tool to deliver learning materials to nursing students. OBJECTIVES: This study aimed to examine the effects of a skill demonstration video delivered by smartphone on facilitating nursing students' nursing skill competency and confidence. DESIGN: A randomized controlled trial study design was used. SETTINGS AND PARTICIPANTS: A convenience sample of nursing students at a university was recruited. METHODS: After receiving a regular nursing skills lab demonstration, pre-test data were collected from nursing students in an intervention group (n = 44) and a comparison group (n = 43). Then, students in the intervention group downloaded the skill demonstration video onto their smartphones, while the comparison group did not. Post-test data were collected at 2 weeks after the intervention. RESULTS: There were significant differences in students' urinary catheterization knowledge (F = 4.219, p = 0.04) and skills (F = 6.739, p = 0.013), but there was no difference in students' confidence level (F = 2.201, p = 0.142) between the two groups after the intervention. Furthermore, the average score of the satisfaction level regarding the intervention was 4.46 (SD = 0.43) on a scale of 1-5. CONCLUSIONS: This study found that delivering learning materials through smartphones to nursing students is suitable. Although there was no significant difference in students' self-confidence level, students' knowledge and skills were improved by the intervention. Smartphones can serve as a supplemental tool for learning nursing skills.
Authors: Mario Lozano-Lozano; Irene Cantarero-Villanueva; Carolina Fernández-Lao; Ignacio Noguerol; Francisco Álvarez-Salvago; Mayra Cruz-Fernández; Manuel Arroyo-Morales; Noelia Galiano-Castillo Journal: J Med Internet Res Date: 2020-05-22 Impact factor: 5.428
Authors: Vanesa Gutiérrez-Puertas; Lorena Gutiérrez-Puertas; Gabriel Aguilera-Manrique; Mᵃ Carmen Rodríguez-García; Verónica V Márquez-Hernández Journal: Int J Environ Res Public Health Date: 2021-02-01 Impact factor: 3.390
Authors: Carlos Rodríguez-Abad; Josefa-Del-Carmen Fernández-de-la-Iglesia; Alba-Elena Martínez-Santos; Raquel Rodríguez-González Journal: Int J Environ Res Public Health Date: 2021-04-17 Impact factor: 3.390
Authors: Manuela de Mendonça Figueirêdo Coelho; Karla Corrêa Lima Miranda; Regina Claúdia de Oliveira Melo; Linicarla Fabiole de Souza Gomes; Ana Ruth Macêdo Monteiro; Thereza Maria Magalhães Moreira Journal: Rev Lat Am Enfermagem Date: 2021-06-28