Evaluation of mobile learning for the clinical practicum in nursing education: application of the FRAME model

Li, Kam Cheong; Lee, Linda Yin King; Wong, Billy Tak Ming; Yau, Ivy Sui-Yu

doi:10.1007/s12528-019-09213-2

Cited by 19 publications

(9 citation statements)

References 34 publications

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“…The features of social media, which usually allow students to engage in anonymous or private communication, enable them to feel comfortable to freely discuss online and comment on others' ideas [37]. Students' active participation in social media has made this channel highly applicable for other technology-enhanced learning approaches such as mobile learning [62], blended learning [63], and personalised learning [64], as well as a possible source of data for learning analytics [65]. The use of SNSs may have involved one or more of these approaches.…”

Section: Discussionmentioning

confidence: 99%

The Opportunities and Challenges of Social Media in Higher Education: A Literature Review

Wong

2021

SN COMPUT. SCI.

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This paper presents a review of the use of social media for learning and teaching in higher education, as well as the opportunities and challenges revealed from its use. A total of 77 related case studies published from 2010 to 2019 were collected from Scopus and Google Scholar for analysis. The results showed that social media was usually used as a learning management system and for enhancing learner engagement. The use of social media has brought opportunities for educational practices in terms of its high popularity among students, and its capacity to support two-way communication, easy knowledge sharing, community building, and collaborative learning, which enhance student learning experience. The challenges reported in the case studies cover the blurring of the boundary between the public and private life of students and between the relationships of students and instructors, as well as its doubtful effectiveness for knowledge construction, the inadequacy of instructors' pedagogical and technological skills, and the lack of integration with instructional design. The results suggest the need for further work on examining suitable ways of using social media which would be viewed positively and accepted by users. There should also be future work on surveying the need for support for instructors for their involvement in teaching with social media, and developing effective pedagogies which cope with the features of social media.

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Section: Discussionmentioning

confidence: 99%

The Opportunities and Challenges of Social Media in Higher Education: A Literature Review

Wong

2021

SN COMPUT. SCI.

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“…Few attempts have been made to investigate NP perceptions towards mLearning in the clinical field; however, those who did [19,27,28] claim an improved view of mLearning through self-perceived improvements to learn. Through an SDT lens, this study examines the basic psychological needs to address the nurses' positive perception of learning that suggested relatedness to others.…”

Section: Nurses Perceptions On Mlearningmentioning

confidence: 99%

The effect of mLearning on motivation in the Continuing Professional Development of nursing professionals: A Self-Determination Theory perspective

Delia

2021

JNEP

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Mobile learning (mLearning) has gained popularity in recent years, particularly in the clinical setting. mLearning reduces the theory-practice gap by providing relevant information to nurses and boosting clinical skills. Despite the vast majority of work in this area, few studies in nursing have investigated the correlation between motivation and mLearning for continuing practice development (CPD). Motivation is an essential theoretical concept used to explain human motive that is not new in nursing. Understanding the notion of motivation directed towards learning may clarify the role of technology within pedagogy. Additionally, associating motivation and self-determination may be crucial in understanding motivation in professional nursing practice and education. This study determines the effect of mLearning on motivation to enhance CPD in nursing professionals (NP) analysed critically through a Self-Determination Theory lens. Twenty-three qualified nurses working within the clinical area participated by using a specific mobile application on their smartphone to learn nursing related skills. Over three weeks, participants logged in their learning experience, providing an overview of the relationship between motivation and mLearning. The nurses participating in the study found mLearning motivational in the clinical setting and indicated ownership of their learning, suggesting perceived autonomy. Furthermore, the mobile application enhanced nursing practices through gaining competency and fostered team building through interactions with other health professionals in the clinical area, demonstrating relatedness. This work suggests that having ownership of the learning experience fosters motivation through intrinsic and external needs, supporting learning and gaining competency in the clinical area. Also, the need to become competent and share with others further nurtures motivation to learn in the clinical area. Additionally, these findings suggest mLearning features that motivate NP towards clinical development. This study concludes with implications for the scholarship on mLearning for the continual practice development of nurses.

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“…A study on the internet using Iranian nursing students was found that 49% of the respondents used the internet from 15 to 60 minutes per day and nursing students were reported there was 44.8% had accessed computers and 47.6% accessed the internet (18). FRAME model was used in clinical nursing practicum, findings of this study showed students in clinical practicums need learning materials that could be accessed ubiquitously for situated learning inwards, also revealed areas for improvements, covering the hardware scope of the devices, training on the use of apps and institutional support for the maintenance of the devices (19). Virtual learning had a significant impact on information searching expertises and knowledge about search operators in students of nursing (20).…”

Section: Using Internet Of Things (Iot)mentioning

confidence: 82%

Rethinking Digital Literacy Competencies of Indonesian Nursing Student in IR 4.0: Philosophical Context<em> </em>

Aspihan¹,

Pandin²,

Kusnanto³

2021

Preprint

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Background: Industry revolution 4.0 (IR.4.0) paradigm, nurses were required to have adequate competencies to carry out their professional duties. Digital information should be mastered by the nursing student. Purpose: This study aims to explain digital literacy competencies on nursing students in the era of IR 4.0 in the Indonesian context. Methode: A literature review was conducted in this study using Rayyan Systematic Reviews Software. Results: There was 14 literature analyzed describing Student’s Information literacy competency and Internet of Thing. Conclusion: Digital literacy for nursing students today is an inevitability, and nursing students who have digital literacy competencies have the potential to be able to increase nursing knowledge and skills as ontological competencies in their learning process.

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Evaluation of mobile learning for the clinical practicum in nursing education: application of the FRAME model

Cited by 19 publications

References 34 publications

The Opportunities and Challenges of Social Media in Higher Education: A Literature Review

The Opportunities and Challenges of Social Media in Higher Education: A Literature Review

The effect of mLearning on motivation in the Continuing Professional Development of nursing professionals: A Self-Determination Theory perspective

Rethinking Digital Literacy Competencies of Indonesian Nursing Student in IR 4.0: Philosophical Context<em> </em>

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