Effectiveness of m-learning on knowledge and attitude of nurses about the prevention and control of MDR TB: A quasi-randomized study

Sharma, Suresh K.; Mandal, Ananya; Mishra, Mayank

doi:10.1016/j.ijtb.2020.10.013

Cited by 8 publications

(20 citation statements)

References 24 publications

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“…Four studies are level II nonrandomized control and quasi-experimental studies with good quality. [15][16][17][18] Six studies are level III mixed method and qualitative studies with good quality. [19][20][21][22][23][24] Two scoping reviews are level III with good quality.…”

Section: Review Of the Literature And Data Sourcesmentioning

confidence: 99%

“…In the remaining identified articles, microlearning was not defined but offered as just-intime learning, compressed format learning, virtual learning, and microteaching. [13][14][15]17,20,21…”

Section: Concept Identification and Analysismentioning

confidence: 99%

“…All of the reviewed studies used microlearning as a teaching strategy and an approach to prioritizing and highlighting health professions educational content, delivered over electronic platforms, using various multimedia and communication methods, typically addressing a single focus with each learner-content interaction. [13][14][15][16][17][18][19][20][21][22][23][24] Eight studies reported delivery of microlearning across multiple electronic mediums including mobile devices such as phones or tablets, and Web-based, desktop, or workstation platforms. 14,15,[17][18][19][20][21]23 Seven studies reported geographical disbursement of learners ingesting content, promoting the efficacy of microlearning to deliver education to healthcare workers in a location of their choosing.…”

Section: Uses Of the Conceptmentioning

confidence: 99%

“…[13][14][15][16][17][18][19][20][21][22][23][24] Eight studies reported delivery of microlearning across multiple electronic mediums including mobile devices such as phones or tablets, and Web-based, desktop, or workstation platforms. 14,15,[17][18][19][20][21]23 Seven studies reported geographical disbursement of learners ingesting content, promoting the efficacy of microlearning to deliver education to healthcare workers in a location of their choosing. 14,[16][17][18][19]22,23 Microlearning Utility Seven studies engaged microlearning to support a just-in-time learning approach, with nine studies offering educational content delivery in under 15 minutes.…”

Section: Uses Of the Conceptmentioning

confidence: 99%

“…14,15,[17][18][19][20][21]23 Seven studies reported geographical disbursement of learners ingesting content, promoting the efficacy of microlearning to deliver education to healthcare workers in a location of their choosing. 14,[16][17][18][19]22,23 Microlearning Utility Seven studies engaged microlearning to support a just-in-time learning approach, with nine studies offering educational content delivery in under 15 minutes. 13,[16][17][18][19][20][21][22][23][24] Self-learning described as bite-sized, small, lessons that offered an independent approach to learning was reported in eight studies.…”

Section: Uses Of the Conceptmentioning

confidence: 99%

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Microlearning

Cronin,

Durham

2024

CIN: Computers, Informatics, Nursing

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With an overall rise in technology adoption, the information-seeking behaviors of today have become instant and single-focused, and demand convenience for learning and the acquisition of knowledge. Digital technologies expand the reach of learning and allow for the development of innovative and creative methods of teaching. The use of microlearning has been gaining popularity in academic and professional development settings and corporate training. Currently, there is no standardized definition of microlearning. Using Walker and Avant's method of concept analysis, a comprehensive overview of microlearning is provided through identifying the concept and describing its uses, attributes, exemplary cases, antecedents, consequences, and empirical referents. Seven attributes associated with microlearning are single focus, bite-sized, asynchronistic, accessibility, flexibility, interactivity, and multimodal delivery. A proposed definition is a self-directed, on-demand, teaching strategy where small single-focused interactive content is presented to learners asynchronously, using technologies that accommodate multimodal delivery, and access where and when convenient for the learner. This analysis will assist informatics and nursing educators in understanding how microlearning, as a strategy, fits into the electronic learning landscape, is supported by digital technologies, and adds portability to leverage in an on-demand asynchronous way providing targeted learning for use in all areas of clinical practice.

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