The Effects Of Mobile Learning For Nursing Students In Clinical Nursing Education:A Systematic Review And Its Application Research

Objective(1)Based on a comprehensive search of the relevant literature on the application of mobile learning for nursing students in clinical nursing education,the systematic review and meta-analysis of evidence-based medicine was used to evaluate the research literature evidence of the impact of mobile learning on the learning effect of clinical nursing education,and to explore the impact of mobile learning on the learning effect of clinical nursing education.(2)By comparing the differences of skills,knowledge,competency assessment,self-efficacy and satisfaction index of clinical learning environment quality between the mobile learning group and the control group,this paper discussed the influence of mobile learning based on smartphone app on the learning of retention urinary catheterization.Methods(1)Systematic review research:five electronic databases include PubMed,CINAHL,EMBASE,the Cochrane Library,Web of science were systematically retrieved.The retrieval time was from inception to May 10,2019,and the language was limited to English.Two researchers independently searched articles,evaluated quality and extracted data.The final included literatures were evaluated by Cochrane risk of bias tool and meta-analysis was conducted by RevMan5.3 software to assess nursing students' skills,knowledge,confidence,and satisfaction.(2)Research on the application of mobile learning in the study of retention urinary catheterization for clinical nursing students:82 clinical nursing students were divided into control group and mobile learning group according to the order of admission.The control group adopted the conventional teaching method developed by the hospital,and the mobile learning group added the mobile learning method based on smartphone app on the basis of the conventional teaching.The intervention time was 1 week.The comparison of skills,knowledge,competence and self-efficacy of retention urinary catheterization between the two groups before and after the intervention and the satisfaction of the two groups after the intervention were compared.Results(1)Systematic review research:?11 clinical nursing education studies including 650 nursing students met the inclusion criteria.Mobile learning intervention significantly improved nursing students' skills(SMD=1.22,95%CI[0.29,2.14],P=0.009<0.05),knowledge(SMD=0.43,95%CI[0.11,0.76],P=0.009<0.05),self-confidence(SMD=0.4,95%CI[0.16,0.63],P=0.0009<0.05),and satisfaction(SMD=0.31,95%CI[0.05,0.56],P=0.02<0.05).(2)Research on the application of mobile learning in the study of retention urinary catheterization for clinical nursing students:?There was no significant difference between the two groups in terms of age,living conditions,school of origin,time of using smart phone every day,time of using smart phone for surfing the internet every day,average score at school,willingness to engage in nursing profession,skill operation,theoretical knowledge,competence and self-efficacy scores before intervention(P>0.05),indicating that the baseline of the two groups was not significant,and was comparable.? After intervention,the skill operation assessment score of mobile learning group(87.65±4.69 points)was higher than that of the control group(72.32±3.98 points),and the difference between the two groups was statistically significant(t=6.902,P<0.001).?After intervention,the score of theoretical knowledge assessment in the mobile learning group(90.45±3.35 points)was higher than that in the control group(77.43±4.36 points).The difference between the two groups was statistically significant(t=0.895,P<0.001).?After intervention,the competency score of the mobile learning group(73.44±10.32 points)was higher than that of the control group(57.81±10.33 points),and the difference between the two groups was statistically significant(t=3.576,P<0.001).In the all subscales,there were also significant difference between the two groups(P<0.05).?After intervention,the score of self-efficacy in the mobile learning group(6.79±1.62 points)was higher than that in the control group(5.91 ± 1.47 points).The difference between the two groups was statistically significant(t=2.341,P=0.001).In the all subscales,there were also significant difference between the two groups(P<0.05)?After intervention,the satisfaction score of the mobile learning group(6.9±1.05 points)was slightly higher than that of the control group(6.57±1.14 points),but there was no significant difference between the two groups(t=0.414,P=0.066).In all the five subscales,the satisfaction score of the mobile learning group(8.74±1.02 points)was higher than that of the control group(5.71 ± 1.13 points),the difference was statistically significant(t=5.734,P=0.001),while there was no significant difference between the two groups in the other four subscales(P>0.05).conclusion(1)Systematic review research:mobile learning has a significant positive impact on the skills,knowledge,satisfaction and self-confidence of nursing students.(2)Research on the application of mobile learning in the study of retention urinary catheterization for clinical nursing students:mobile learning based on smartphone app can help clinical nursing students improving their skills and knowledge level in retention urinary catheterization learning,and improving their competence and self-efficacy level.It shows that mobile learning can help clinical nursing students improving the learning effect of retention urinary catheterization which is worthy for clinical promotion or further using.