The Effectiveness of a Mobile Application for Teaching Clinical Nursing Skill at a Higher Education Institution in Chenzhou, China
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 166
- 试验地点
- 1
- 主要终点
- The effects of surgical nursing practical online courses using Chaoxing app on the skills score
研究概览
简要总结
The general objective of this study is to validate a mobile application as a pedagogical tool compared to in-person nursing educational instruction for teaching clinical nursing skills and evaluate the effectiveness of clinical nursing skills for nursing students.
The study design is a basic experimental study design, randomized control trial (RCT) design; the dependent variables measured in this study are skills, self-directed learning ability, online academic emotion, and satisfaction by using pre- and posttests; two groups are participating in this study; experimental and control group. The control group treatment is traditional face-to-face teaching, and the experimental group intervention is online and offline blended learning based on the Chaoxing app. The study process includes four steps：
- To develop surgical nursing practical online courses using Chaoxing mobile app.
- Perform the pre-test (basic sociological information, self-directed learning ability surveys ).
- Nursing clinical practice skills education intervention.
- Perform a posttest (assess practical skills, self-directed learning ability, online academic emotion, and satisfaction).
详细描述
Study title:
The Effectiveness of A Mobile Application for Teaching Clinical Nursing Skill at A Higher Education Institution in Chenzhou, China
General objective:
The general objective of this study is to validate a mobile application as a pedagogical tool compared to in-person nursing educational instruction for teaching clinical nursing skills and evaluate the effectiveness of clinical nursing skills for nursing students.
The study design is a basic experimental study design, randomized control trial (RCT) design; the dependent variables measured in this study are skills, self-directed learning ability, online academic emotion, and satisfaction by using pre- and posttests; two groups are participating in this study; experimental and control group. The control group treatment is traditional face-to-face teaching, and the experimental group intervention is online and offline blended learning based on the Chaoxing app. The study process includes four steps：
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Health Services Research
- 盲法
- Double (Participant, Outcomes Assessor)
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •i) Full-time undergraduate nursing students in grades 3 who understand Chinase language.
- •ii) Owning at least one smartphone, tablet or portable laptop.
排除标准
- •i) Repeat students.
- •ii) Sick (matter) leave, Suspension of schooling.
- •iii) Can not fully participate in or cooperate with.
结局指标
主要结局
The effects of surgical nursing practical online courses using Chaoxing app on the skills score
时间窗: Hence the interventions finished, and an examination evaluation will be immediately given to the both groups participants.
Skill test will be given after both groups students have completed the course. The same academic grading scale will be used for both groups that formulated with the approval of the Teaching and Research Section. Exam scores will only be used for this study, It will not impact the score or grading of the students and do not serve as a final grade of the student.
Self-directed learning ability
时间窗: Hence the interventions finished, and an examination evaluation will be immediately given to the both groups participants.
The level of Self-directed learning ability will be measured by the Self-Directed Learning Instrument (SDLI) for Nursing Students developed by Cheng S F et al. (Cheng, S. F.,2010) from Taiwan, which is a self-evaluation scale of nursing students' autonomous learning ability. After reliability and validity testing of Chinese version, it popularized and used in Mainland China (Shen, W. Q., 2014). The scale including learning motivation, plan and implement, self management, interpersonal communication, 4 dimensions, a total of 20 items.
次要结局
- Online academic emotional assessment(Hence the interventions finished, and an examination evaluation will be immediately given to the both groups participants.)
- Class satisfaction assessment(Hence the interventions finished, and an examination evaluation will be immediately given to the both groups participants.)
研究者
LI AFANG
Doctor of Philosophy student, Nursing Education
Universiti Sains Malaysia