Using Text Messaging in an Undergraduate Nursing Course

Richardson, April; Littrell, O. Meagan; Challman, Sandra; Stein, Pamela

doi:10.3928/01484834-20101230-04

Cited by 14 publications

(6 citation statements)

References 11 publications

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“…Podcasts can also help connect the content between lectures and textbooks [39,49]. Students have credited podcasts with increased satisfaction in knowledge acquisition, and they have cited convenience as a major advantage [32,38,39,41]. The potential uses for apps designed specifically to deliver microlearning material are growing [5].…”

Section: Discussionmentioning

confidence: 99%

Microlearning in Health Professions Education: Scoping Review

et al. 2019

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Background Microlearning, the acquisition of knowledge or skills in the form of small units, is endorsed by health professions educators as a means of facilitating student learning, training, and continuing education, but it is difficult to define in terms of its features and outcomes. Objective This review aimed to conduct a systematic search of the literature on microlearning in health professions education to identify key concepts, characterize microlearning as an educational strategy, and evaluate pedagogical outcomes experienced by health professions students. Methods A scoping review was performed using the bibliographic databases PubMed (MEDLINE), CINAHL, Education Resources Information Center, EMBASE, PsycINFO, Education Full Text (HW Wilson), and ProQuest Dissertations and Theses Global. A combination of keywords and subject headings related to microlearning, electronic learning, or just-in-time learning combined with health professions education was used. No date limits were placed on the search, but inclusion was limited to materials published in English. Pedagogical outcomes were evaluated according to the 4-level Kirkpatrick model. Results A total of 3096 references were retrieved, of which 17 articles were selected after applying the inclusion and exclusion criteria. Articles that met the criteria were published between 2011 and 2018, and their authors were from a range of countries, including the United States, China, India, Australia, Canada, Iran, Netherlands, Taiwan, and the United Kingdom. The 17 studies reviewed included various health-related disciplines, such as medicine, nursing, pharmacy, dentistry, and allied health. Although microlearning appeared in a variety of subject areas, different technologies, such as podcast, short messaging service, microblogging, and social networking service, were also used. On the basis of Buchem and Hamelmann’s 10 microlearning concepts, each study satisfied at least 40% of the characteristics, whereas all studies featured concepts of maximum time spent less than 15 min as well as content aggregation. According to our assessment of each article using the Kirkpatrick model, 94% (16/17) assessed student reactions to the microlearning (level 1), 82% (14/17) evaluated knowledge or skill acquisition (level 2), 29% (5/17) measured the effect of the microlearning on student behavior (level 3), and no studies were found at the highest level. Conclusions Microlearning as an educational strategy has demonstrated a positive effect on the knowledge and confidence of health professions students in performing procedures, retaining knowledge, studying, and engaging in collaborative learning. However, downsides to microlearning include pedagogical discomfort, technology inequalities, and privacy concerns. Future research should look at higher-level outcomes, including benefits to patients or practice changes. The findings of this scoping revi...

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Section: Discussionmentioning

confidence: 99%

Microlearning in Health Professions Education: Scoping Review

et al. 2019

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“…There is a dearth of literature evaluating behavior change after microlearning for preceptor development. Richardson and colleagues sought to assess the behavioral changes of first-year nursing students through self-reporting [ 34 ]. Students chose to receive either a text message or an email regarding key class concepts in a first-year anatomy and physiology course.…”

Section: Discussionmentioning

confidence: 99%

Assessing the Use of Microlearning for Preceptor Development

Roskowski,

Wolcott,

Persky

et al. 2023

Pharmacy

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The objective of this study was to evaluate microlearning as a preceptor development method compared to a traditional method of learning. Twenty-five preceptor participants volunteered to engage in a learning intervention about two preceptor development topics. Participants were randomized 1:1 to either a thirty-minute traditional learning experience or a fifteen-minute microlearning experience; participants then crossed over to the other intervention for comparison. Primary outcomes were satisfaction, changes in knowledge, self-efficacy, and perception of behavior, confidence scale, and self-reported frequency of behavior, respectively. One-way repeated measures ANOVA and Wilcoxon paired t-tests were used to analyze knowledge and self-efficacy, and Wilcoxon paired t-tests were utilized to assess satisfaction and perception of behavior. Most participants preferred microlearning over the traditional method (72% vs. 20%, p = 0.007). Free text satisfaction responses were analyzed using inductive coding and thematic analysis. Participants reported that microlearning was more engaging and efficient. There were no significant differences in knowledge, self-efficacy, or perception of behavior between microlearning and the traditional method. Knowledge and self-efficacy scores for each modality increased compared to the baseline. Microlearning shows promise for educating pharmacy preceptors. Further study is needed to confirm the findings and determine optimal delivery approaches.

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“…Los resultados obtenidos y los reportados por otros autores muestran que los SMS son útiles para mejorar el entrenamiento y la educación de futuros médicos. Sin embargo, los médicos no son los únicos en el campo de la salud, las enfermeras también podrían verse beneficiadas con este tipo de programas, lo cual ya ha sido probado (15) . De igual manera, otros profesionales de la salud podrían encontrar útil los SMS para fines de entrenamiento.…”

Section: Discussionunclassified

Aplicación académica de mensajes de texto en un curso de primeros auxilios: estudio piloto en una universidad privada de Lima, Perú

Carrillo‐Larco

Shu-Yip

Pérez-Lu

2015

Rev Peru Med Exp Salud Publica

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El objetivo del estudio fue desarrollar y evaluar el impacto de una intervención educativa con el uso de mensajes de texto (SMS) en un curso de primeros auxilios. Se realizó un estudio prospectivo y de intervención. Se implementaron dos etapas: 1) estudio cualitativo para diseñar los SMS, 2) intervención con el envío de los SMS. La variable resultado fue la nota final de los alumnos. Se construyeron modelos multivariados y se calculó razones de prevalencia e intervalos de confianza al 95%. La primera fase reveló que los SMS debían ser educativos-teóricos, motivacionales, y tipo test. En la intervención hubo 66 participantes en el grupo control e intervención. La edad promedio fue 17,7 (±1,2) años. El grupo intervención obtuvo calificación mayor en comparación con el grupo control (RP=4,82; IC 95%: 1,58-14,72). En conclusión, los SMS con contenido informativo y motivacional son útiles en la formación del pregrado en Medicina.

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Using Text Messaging in an Undergraduate Nursing Course

Cited by 14 publications

References 11 publications

Microlearning in Health Professions Education: Scoping Review

Microlearning in Health Professions Education: Scoping Review

Assessing the Use of Microlearning for Preceptor Development

Aplicación académica de mensajes de texto en un curso de primeros auxilios: estudio piloto en una universidad privada de Lima, Perú

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