Development and Effectiveness of a Drug Dosage Calculation Training Program using Cognitive Loading Theory based on Smartphone Application

김명수,; 박정하,; 박경연,

doi:10.4040/jkan.2012.42.5.689

Cited by 27 publications

(18 citation statements)

References 22 publications

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“…Self-efficacy in drug knowledge and dosage calculation improved in two studies [ 19 20 ], but efficacy in Foley catheterization skills did not improve in students who used their smartphones for practice [ 15 ]. Communication competency using smartphone video clips [ 21 ] and academic motivation using smartphone applications (Kakao Talk) [ 22 ] significantly increased in the experimental group of students during the classroom activities.…”

Section: Resultsmentioning

confidence: 99%

Mobile Technology in Undergraduate Nursing Education: A Systematic Review

Lee

Min

et al. 2018

Healthc Inform Res

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ObjectivesThis study aimed to identify and systematically review the literature on the use of mobile technology in nursing education. The research findings could evidence the effectiveness of mobile technology in undergraduate nursing students' learning outcomes.MethodsComputerized searches were conducted using the Ovid-MEDLINE, Ovid-EMBASE, Cochrane Library, and CINAHL databases for relevant primary studies and limited to those between 2000 and February 2018. Only randomized controlled trials (RCTs) and quasi-experimental studies published in either English or Korean were included and critically appraised using Joanna Briggs Institute tools.ResultsSeven RCTs and 7 quasi-experimental studies were identified. The mobile device and intervention applied varied throughout all the studies. Studies published earlier in the 2000s found that immediate access to clinical and pharmacological referencing information through the mobile device increased students' efficacy in clinical practice. Later studies, which were mostly conducted in Korea, reported that smartphone-based applications could promote nursing students' learning motivation and satisfaction but not their clinical skills and knowledge.ConclusionsWe still seem to be in the beginning stage of implementing mobile technology in nursing education due to the limited implication of mobile technology and inconsistent research conclusions. In the future, rigorous primary empirical studies are needed to suggest the effective use of mobile devices in nursing education.

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Section: Resultsmentioning

confidence: 99%

Mobile Technology in Undergraduate Nursing Education: A Systematic Review

Lee

Min

et al. 2018

Healthc Inform Res

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“…For example, a study reports on how prompt access to the medication and medical information using a mobile device enhances self-efficacy of students [11]. Moreover, competency is enhanced when the medication calculation exercise application is used through the cognitive load theory [13]. In addition, previous studies reported that when smartphone-based communication technologies [14] are applied to learn nursing skills, nursing competency is enhanced effectively [6,15,16].…”

Section: Introductionmentioning

confidence: 99%

Effects of Smartphone-Based Mobile Learning in Nursing Education: A Systematic Review and Meta-analysis

Kim

Park

2019

Asian Nursing Research

133

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A systematic review and meta-analysis was conducted to evaluate the effects of smartphonebased mobile learning for nurses and nursing students. Methods: Electronic literature search of PubMed, Cochrane Library, Embase, SCOPUS, Web of Science, ProQuest Central, Cumulative Index to Nursing and Allied Health Literature (CINAHL), and Educational Resource Information Center (ERIC) was conducted. Two authors independently reviewed empirical studies for inclusion and extracted the design, sample size, intervention method, outcome variables, and statistical values of them. Methodological quality was assessed using Cochrane collaboration risk of bias tool. To estimate the effect size, meta-analysis was performed using R meta program. Results: Authors identified 11 randomized or nonrandomized controlled trials of a total of 3,419 studies. Overall effect sizes by random-effects model was large [Hedges'g (g) ¼ 1.12, 95% confidence interval (CI) 0.72e1.52], with learning attitude (g ¼ 1.69), skills (g ¼ 1.41), knowledge (g ¼ 1.47), and confidence in performance (g ¼ 1.54). For heterogeneity, subgroup analyses using meta-analysis of variance were performed, but no significant difference was found. Finally, a funnel plot and Egger's regression test along with trim-and-fill analysis and fail-safe N were conducted to check for publication bias, but no significant bias was detected. Conclusion: Smartphone-based mobile learning had significantly positive influence on nursing students' knowledge, skills, confidence in performance, and learning attitude. Smartphone-based mobile learning may be an alternative or supportive method for better education in nursing fields.

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“…The sample size was calculated based on Kim, Park, and Park (2012). A power analysis for a t-test was performed using an alpha coefficient of 0.05, beta of 0.20, and effect size of 0.20.…”

Section: Population and Samplementioning

confidence: 99%

“…The smartphone-based app for this study was developed by the research team. Analysis of learners and their environment, designs for templates and contents, program development, and evaluation by informatics experts were performed, and the effectiveness and validity were proved in a previous study (Kim et al, 2012). The smartphone-based app adopted a cognitive-load theory and contained two pages; a principle learning page and a practical game page.…”

Section: Development Of Interventionmentioning

confidence: 99%

Outcomes of a Drug Dosage Calculation Training Smartphone App on Learning Achievement, Metacognition, and Flow State According to Prior Knowledge

Park

Kim

2018

EURASIA J MATH SCI T

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The purpose of this study was to define the effectiveness of a smartphone-based dosage calculation training app on nursing students' learning achievement, metacognition, and flow based on prior knowledge. The study used a quasiexperimental design with a pre-and post-test. Participants were 157 nursing students from 3 universities with baccalaureate programs in South Korea. After recruiting the experimental and control groups, they were also categorized by prior knowledge of drug dosage calculation ability into above and below-mean clusters. The experimental groups were provided with the smartphone-based app. In the above-mean cluster, changes in total learning achievement (Z=3.16, p=.002), drop rate calculation (Z=2.76, p=.006), metacognition (Z=2.50, p=.012), and flow score (Z=2.42, p=.016) in the experimental group were significantly higher than those in the control group. A smartphone-based calculation training app improves calculation achievement, metacognition, and flow among students with higher prior knowledge. For learners with lower prior knowledge, additional instructional design or implementation strategies may be needed.

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Development and Effectiveness of a Drug Dosage Calculation Training Program using Cognitive Loading Theory based on Smartphone Application

Cited by 27 publications

References 22 publications

Mobile Technology in Undergraduate Nursing Education: A Systematic Review

Mobile Technology in Undergraduate Nursing Education: A Systematic Review

Effects of Smartphone-Based Mobile Learning in Nursing Education: A Systematic Review and Meta-analysis

Outcomes of a Drug Dosage Calculation Training Smartphone App on Learning Achievement, Metacognition, and Flow State According to Prior Knowledge

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