Mobile-Based Nursing Education and Learning Motivation

Monday, 22 July 2013

Sun-Mi Chae, PhD, RN, CPNP1
Nam-Ju Lee, DNSc, RN1
Hae jin Kim, MSN, RN2
Ji Hye Lee, MSN, RN3
Da-eun Park, RN, BS1
(1)College of Nursing, Seoul National University, Seoul, South Korea
(2)College of Nursing, Seoul National University, Seoul, South Korea, South Korea
(3)Pediatric Nursing, Seoul National University, College of Nursing, Seoul, South Korea

Learning Objective 1: The learner will be able to describe the benefits of mobile-based nursing education.

Learning Objective 2: The learner will be able to design his/her own nursing education using mobile devices.

Purpose: Mobile devices, such as smart phones, iPods, or iPads, have been started using for an academic purpose. Mobile-based videos are user-friendly and easily accessible, regardless of learning settings. The purpose of this study was to examine the effects of mobile-based nursing education on learning motivation of nursing students.

Methods: This study used a randomized control pre-post study design. A total of 72 nursing students using a mobile device participated in this study, and they were randomly assigned to either an experimental (n=36) or a control group (n=36). The students in the experimental group were able to download and watch a video of intravenous injection skills through their mobile devices for a week before the practice lab. Other students in the control group watched the video once only in class; they were not able to download it. After completing the study, the video was also distributed to them. Learning motivation was measured using the Instructional Materials Motivation Survey before and after the intervention. Learning satisfaction was also measured using a 0 to 10 scale. Pearson correlation coefficients and independent and paired t-tests were used to analyze the data.

Results: There were no significant differences in general characteristics and learning motivation between two groups before the intervention. The experimental group showed significant increase in learning motivation after the intervention (t=-3.629, p=.001) although the control group did not. The experimental group perceived the mobile video was helpful to improve knowledge (8.17 out of 10) and skills (7.69 out of 10) of intravenous injection. Also learning satisfaction on intravenous injection skill practice lab was positively correlated with the number of watching the video (r=.396, p=.017).

Conclusion: The study results demonstrate that a mobile-based video improve learning motivation of nursing students. Therefore a various mobile-based videos need to be developed and used for nursing education.