Hsiao-Yun Chang1, Hui-Fang Wu2, Yi-Chuan Chang3, Yun-Shan Tseng4, Yueh-Chin Wang5. 1. Department of Nursing, Fooyin University, 151 Jinxue Rd., Daliao Dist., Kaohsiung 83102, Taiwan. Electronic address: chang369@gmail.com. 2. Department of Nursing, Fooyin University, 151 Jinxue Rd., Daliao Dist., Kaohsiung 83102, Taiwan. 3. Department of Nursing, Fooyin University, 151 Jinxue Rd., Daliao Dist., Kaohsiung 83102, Taiwan. Electronic address: SV076@fy.edu.tw. 4. Department of Nursing, I-Shou University, Taiwan. Electronic address: ytsen01@isu.du.tw. 5. Department of Nursing, Fooyin University, Kaohsiung, Taiwan. Electronic address: NS025@fy.edu.tw.
Abstract
BACKGROUND: The use of virtual simulation methods in nursing education offers potential advantages for students to experience and learn in a safe and realistic environment by acquiring skills and attitudes to prepare for clinical experiences. OBJECTIVE: The study's aim was to test the hypothesis that nursing students who used a mobile learning app would have significantly (1) higher levels of knowledge about medication administration and nasotracheal suctioning, (2) better development of skill performances on medication administration and nasotracheal suctioning, (3) higher satisfaction, and (4) lower cognitive load than a control group. DESIGN: A randomized experimental study with pretest and posttest design. SETTINGS AND PARTICIPANTS: One hundred nursing students were randomly assigned to an experimental or control group at a Southern Taiwan university's school of nursing. METHODS: The experimental group received the virtual simulation-based mobile learning app and the control group used traditional paper materials. Participants were assessed on knowledge before and after the intervention. Skill performance and intrinsic and extraneous cognitive load were measured after the intervention. RESULTS: The experimental group who used the mobile app had significantly higher knowledge scores, significantly lower intrinsic and extraneous cognitive load, better skill performance, and higher satisfaction than the control group. CONCLUSIONS: The implementation of a mobile app for simulation learning had a positive impact on nursing students' knowledge and skill performances as well as the reduction of learning cognitive loading. Nurse educators and researchers should collaborate in developing virtual learning resources to support clinical nursing education. Tweetable abstract: The mobile app for learning achieved higher knowledge and satisfaction scores, demonstrated better skill performance without increasing cognitive load.
RCT Entities:
BACKGROUND: The use of virtual simulation methods in nursing education offers potential advantages for students to experience and learn in a safe and realistic environment by acquiring skills and attitudes to prepare for clinical experiences. OBJECTIVE: The study's aim was to test the hypothesis that nursing students who used a mobile learning app would have significantly (1) higher levels of knowledge about medication administration and nasotracheal suctioning, (2) better development of skill performances on medication administration and nasotracheal suctioning, (3) higher satisfaction, and (4) lower cognitive load than a control group. DESIGN: A randomized experimental study with pretest and posttest design. SETTINGS AND PARTICIPANTS: One hundred nursing students were randomly assigned to an experimental or control group at a Southern Taiwan university's school of nursing. METHODS: The experimental group received the virtual simulation-based mobile learning app and the control group used traditional paper materials. Participants were assessed on knowledge before and after the intervention. Skill performance and intrinsic and extraneous cognitive load were measured after the intervention. RESULTS: The experimental group who used the mobile app had significantly higher knowledge scores, significantly lower intrinsic and extraneous cognitive load, better skill performance, and higher satisfaction than the control group. CONCLUSIONS: The implementation of a mobile app for simulation learning had a positive impact on nursing students' knowledge and skill performances as well as the reduction of learning cognitive loading. Nurse educators and researchers should collaborate in developing virtual learning resources to support clinical nursing education. Tweetable abstract: The mobile app for learning achieved higher knowledge and satisfaction scores, demonstrated better skill performance without increasing cognitive load.