Effectiveness of a Mobile Application-Supported Educational Intervention on Learning Outcomes in Nursing Students: A Randomized Controlled Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 80
- 试验地点
- 1
- 主要终点
- Nursing Skills Knowledge Score
研究概览
简要总结
This randomized controlled study evaluates the effectiveness of a mobile application-supported educational intervention on learning outcomes among first-year undergraduate nursing students. The study focuses on fundamental nursing skills related to oral, local, and parenteral medication administration.
Students who met the eligibility criteria and agreed to participate were randomly assigned to an intervention group or a control group in a 1:1 ratio. All participants first received the standard theoretical instruction and laboratory-based skills training provided as part of the Fundamentals of Nursing course.
Students assigned to the intervention group were then given password-protected access to a mobile application for 14 days. The application included instructional videos and educational content related to oral and local medication administration, subcutaneous and intramuscular injections, blood glucose measurement, blood sampling, and intravenous catheter insertion. The application had separate student and instructor interfaces. During the intervention period, the course instructor monitored students' participation and application completion percentages through the instructor interface. Students in the control group did not have access to the educational modules during this period.
At the end of the two-week intervention, both groups completed a knowledge test and the Student Satisfaction and Self-Confidence in Learning Scale. On the same day, students underwent an Objective Structured Clinical Examination (OSCE) in the nursing skills laboratory. The OSCE was conducted by a second researcher who was blinded to group allocation. For students in the control group, only the OSCE assessment module was activated immediately before the examination; the educational modules remained inaccessible until the initial outcome assessments were completed.
After completion of the randomized comparison and OSCE assessments, access to the mobile application was provided to all participants. Following an additional two-week access period, students' general attitudes toward mobile learning and e-learning were assessed. This final assessment was intended to describe participants' overall attitudes toward digital learning rather than to estimate a randomized between-group intervention effect.
The primary outcomes are nursing knowledge and clinical skills performance. Secondary outcomes include student satisfaction, self-confidence in learning, attitudes toward e-learning, and mobile application usability. The findings are expected to provide evidence regarding the use of mobile learning technologies to support theoretical knowledge and clinical skills development in undergraduate nursing education.
详细描述
Mobile technologies may support nursing education by enabling students to review clinical skills repeatedly and independently of time and place. This study was designed to examine whether adding a structured mobile learning resource to standard Fundamentals of Nursing instruction improves students' short-term learning outcomes.
Before randomization, all participants received the same classroom-based theoretical instruction and laboratory skills training. Eligible students were then randomly allocated in a 1:1 ratio to the mobile application-supported education group or the standard education group. Allocation was performed using a computer-generated block randomization sequence. The researcher responsible for the OSCE assessment was not involved in the randomization or intervention process and remained blinded to group allocation.
Students assigned to the intervention group received individual, password-protected access to the mobile application for 14 days. The application contained instructional materials and skill demonstration videos related to oral and local medication administration, subcutaneous and intramuscular injections, blood glucose measurement, blood sampling, and intravenous catheter insertion. Separate student and instructor interfaces were available. Through the instructor interface, the course instructor monitored each participant's access and application completion percentage during the intervention period. Participants were asked to complete at least 50% of the available content.
During the initial randomized comparison period, the control group continued with standard course instruction and did not have access to the educational modules in the mobile application. At the end of the 14-day period, both groups completed the knowledge assessment and the Student Satisfaction and Self-Confidence in Learning Scale before the skills examination.
Clinical skills were evaluated through an Objective Structured Clinical Examination conducted in the nursing skills laboratory. Immediately before each participant in the control group entered the examination, only the OSCE assessment module of the application was activated to allow electronic recording of the skills evaluation. The educational modules remained inaccessible to the control group during the assessment. The OSCE was conducted by the second researcher, who was blinded to group allocation, while the course instructor, who was aware of the group assignments, did not participate in performance scoring.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- Single (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
- •Aged 18 years or older
- •First-year undergraduate nursing student enrolled in the Fundamentals of Nursing course - Willing to participate in the study and provide written informed consent
- •Possession of a smartphone compatible with the mobile application
排除标准
- •Previous formal training in oral, local, or parenteral medication administration skills
- •Previous clinical or laboratory experience in oral, local, or parenteral medication administration skills
- •Failure to meet any of the inclusion criteria
研究组 & 干预措施
Mobile Application-Supported Education
Participants in this arm received standard theoretical instruction and laboratory skills training, followed by individual, password-protected access to the mobile application for 14 days. The application included educational content and skill demonstration videos related to oral and local medication administration, subcutaneous and intramuscular injections, blood glucose measurement, blood sampling, and intravenous catheter insertion. Application participation and completion percentages were monitored through the instructor interface.
干预措施: Mobile Application-Supported Nursing Skills Education (Behavioral)
Mobile Application-Supported Education
Participants in this arm received standard theoretical instruction and laboratory skills training, followed by individual, password-protected access to the mobile application for 14 days. The application included educational content and skill demonstration videos related to oral and local medication administration, subcutaneous and intramuscular injections, blood glucose measurement, blood sampling, and intravenous catheter insertion. Application participation and completion percentages were monitored through the instructor interface.
干预措施: Standard Nursing Skills Education (Behavioral)
Standard Education Control
Participants in this arm received the same standard theoretical instruction and laboratory skills training but did not have access to the educational modules of the mobile application during the initial 14-day randomized comparison period. After completion of the knowledge, satisfaction, self-confidence, and OSCE assessments, the control group received access to the mobile application for two weeks. For the OSCE, only the assessment module was activated immediately before the examination, while the educational modules remained inaccessible until the initial assessments were completed.
干预措施: Standard Nursing Skills Education (Behavioral)
结局指标
主要结局
Nursing Skills Knowledge Score
时间窗: At the end of the 14-day intervention period
Nursing skills knowledge was assessed using a researcher-developed knowledge test covering oral and local medication administration, subcutaneous and intramuscular injections, blood glucose measurement, blood sampling, and intravenous catheter insertion. Each correct response was scored as 1 and each incorrect response as 0. Higher total scores indicate a higher level of knowledge.
Clinical Skills Performance Score
时间窗: At the end of the 14-day intervention period
Clinical skills performance was assessed through an Objective Structured Clinical Examination using skill-specific evaluation checklists. Each participant performed selected nursing skills in the nursing skills laboratory. Performance was scored by a researcher who was blinded to group allocation. Higher scores indicate better clinical skills performance.
次要结局
未报告次要终点
研究者
Ebru Caliskan
Assistant Professor
Maltepe University