Evaluating Nursing Students’ Perception toward Use of E-Portfolio as an Innovative Learning Strategy for Student Assessment

Rahman, Asmaa Abdel Rahman Abdel; Mohamed, Asmaa H.

doi:10.12691/ajnr-5-3-3

Cited by 1 publication

(2 citation statements)

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“…In addition, this self-regulating learning process seems a better fit for the new digital generation of students as evidenced by their statements in the interviews (convenient access to required learning materials from the application at a convenient time and place, such as during a break, at lunch, or even while commuting). 26,27 It cannot be over-emphasized that developing critical thinking skills is an essential learning goal in clinical nursing education. 28 In this study, most nursing students stated that their critical thinking skills were enhanced by the application because the mobile application was constructed to allow students to think more critically by applying the nursing process at the clinical sites, thereby promoting more thinking on nursing problems.…”

Section: Discussionmentioning

confidence: 99%

“…These learning activities further helped participants engage in learning and encouraged active participation in the learning experience with preceptors. In addition, this self-regulating learning process seems a better fit for the new digital generation of students as evidenced by their statements in the interviews (convenient access to required learning materials from the application at a convenient time and place, such as during a break, at lunch, or even while commuting) 26,27 …”

Section: Discussionmentioning

confidence: 99%

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Improving Active Collaborative Clinical Learning Through a Mobile Application for Undergraduate Nursing Students

Lee

Kim

et al. 2022

CIN: Computers, Informatics, Nursing

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Innovative teaching and learning strategies in pediatric clinical education are needed to ensure that learning outcomes are achieved efficiently and to improve students' satisfaction with the learning process. We developed a mobile application to enhance the clinical learning of nursing students during pediatric clinical practice and explored the participants' perceptions of the learning method. A mixed-method design and an online survey were used to assess participants' perceived achievement of learning objectives and satisfaction with the clinical practicum. Focus groups explored the participants' experience of using the application. The overall achievement of learning outcomes was 4.1 out of 5, and participants reported high satisfaction with the clinical practicum using the mobile application. Qualitative analysis of the transcripts revealed four major themes: (1) facilitation of collaborative learning through real-time interactions and communication; (2) engagement in active learning through an application; (3) a useful tool for enhancing critical thinking; and (4) the “curate's egg” nature of the application. The mobile application can be incorporated into the clinical education of nursing students to promote self-regulated learning and collaboration with faculty. Clear guidance on how to use the application in a clinical environment should be provided to students and preceptors to achieve better learning outcomes.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%