Integration of technology to clinical teaching:The impact of mobile and web-based software automation designed for midwifery students on motivation, time management and anxiety levels

Derya, Yeşim Aksoy; Akça, Emine; Özşahin, Zeliha; Kapıdere, Metin

doi:10.1016/j.midw.2021.103248

Cited by 8 publications

(3 citation statements)

References 21 publications

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“…Se hizo un muestreo probabilístico a una población de 710, con un nivel de confianza 95% y margen de error del 5% con la participación libre y voluntaria de 250 jóvenes Se contó con la participación libre y voluntaria de 250 jóvenes cuyas edades fluctuaron entre los 16 y 22 años, que cursan en diferentes especialidades técnicas en un Instituto Tecnológico de Lima según nómina de matrícula para el año lectivo 2023. Dicha población reunía los criterios psicopedagógicos para ser incluidos debido a los trastornos propios del tecnoestrés que están afectando su desempeño académicoformativo y rendimiento ocupacional (Oliveira et al, 2023) y que requieren intervenciones multidisciplinarias de calidad de acorde a su realidad y requerimientos (Wang et al, 2023;Aksoy et al, 2022).…”

Section: Participantesunclassified

Tecnoestrés en el desgaste académico de estudiantes universitarios del Perú

Quispe,

Farias

et al. 2024

Areté, Revista Digital del Doctorado en Educación

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El objetivo central fue determinar la acción del tecnoestrés en el desgaste académico (DA) en 250 estudiantes de un Instituto Tecnológico de Lima, Perú. Investigación aplicada, de enfoque cuantitativo, no experimental, transversal, correlacional causal, el método fue el hipotético – deductivo. Se utilizó la escala RED – tecnoestrés y para el desgaste académico el Maslach Burnout Inventory (versiones revisadas y diseñadas para universitarios). Mediante regresión logística ordinal se demostró que existe dependencia entre el tecnoestrés y el desgaste académico (Nagelkerke=0.389) hasta un 38.9%; se confirmaron los objetivos e hipótesis específicas según coeficiente de Nagelkerke (0.387; 0.284; 0.214; 0.189; 0.324). Las dimensiones que afectan en mayor proporción a la población estudiantil que se vinculan con el tecnoestrés estaban el escepticismo, la adicción y la fatiga, y en menor medida la ansiedad y la ineficiencia. Se precisaría una reforma curricular para desarrollar habilidades blandas, inteligencia emocional y liderazgo transformacional para el trabajo colaborativo y en equipo. Asimismo, se sugiere mayor compromiso organizacional para priorizar la carga académica necesaria e implementar intervenciones de soporte emocional y de acompañamiento socioafectivo.

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Section: Participantesunclassified

Tecnoestrés en el desgaste académico de estudiantes universitarios del Perú

Quispe,

Farias

et al. 2024

Areté, Revista Digital del Doctorado en Educación

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“…According to authors [16], in their study conducted to determine the impact of implementing an EBEKO mobile software system on midwifery students' motivation, time management, and anxiety level. The mobile software consisted of uploading the midwifery training data used in the practicum, which the instructors evaluated.…”

Section: Literature Reviewmentioning

confidence: 99%

Mobile Application: Inductions in a Retail Company

Tenorio,

Flores,

Andrade-Arenas

et al. 2023

IJETT

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Currently, most companies have an induction process whenever they hire a new employee. This implies a constant expense, but for some companies, the induction process only consists of assigning one of the company's internal workers to be in charge of the new worker and teach him the functions that correspond to him; this usually causes the new worker to have a poor performance in the first month of work. This research aims to design a mobile application to improve the induction process and therefore improve the performance of new workers from the first month of work. The methodology used was Design Thinking, which allowed the evaluation of different ideas and then implementation in a solution, prioritizing the user experience and achieving the development of the mobile application. A test was conducted on a population of 43 users, using questionnaires to gather information on their experience, satisfaction, and application approval. As a result, the surveyed users showed a high level of acceptance with respect to the three dimensions of the application: design, effectiveness, and induction control.

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“…Registered Nurses who are clinical facilitators have complained that unmotivated students show no interest in learning, which negatively impacts their development of key skills (Ratcliffe & George, 2022 ). Derya et al ( 2022 ) further expressed that working with unmotivated students overwhelms Registered Nurses because, as clinical teachers, they feel as though they have to force some nursing students to engage with their own learning. Yet, clinical teachers are not necessarily trained in student engagement strategies and the pressure they are already under due to their patient workload is compounded by the large numbers of students they have to teach.…”

Section: Introductionmentioning

confidence: 99%

Exploring the barriers to Registered Nurses undertaking clinical teaching in clinical settings: A qualitative descriptive study

Hoebes,

Ashipala

2023

Nursing Open

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AimThe study aimed to explore and describe the barriers affecting Registered Nurses in undertaking clinical teaching in clinical settings. The exploration was based on the experiences of Registered Nurses at a selected teaching hospital in Namibia. The researcher intended to identify strategies that could be used to mitigate the negative effects of barriers to effective clinical teaching.DesignA qualitative explorative, descriptive and contextual research design was used.MethodsPurposive sampling was used to select 16 participants. Data were collected through in‐depth, semi‐structured interviews, which were audio‐recorded and transcribed verbatim. Data were analysed using thematic analysis.ResultsClinical teaching is negatively affected by several barriers that hamper clinical teaching and nursing students' learning outcomes. Seven main themes were identified: (1) participants' understanding of clinical teaching; (2) organizational barriers; (3) patient barriers; (4) Registered Nurse barriers; (5) student barriers; (6) training institution barriers; and (7) strategies to mitigate barriers to clinical teaching.ConclusionThe findings revealed that several barriers negatively affect clinical nursing education and hamper the clinical teaching and learning of nursing students.Patient or Public ContributionThis study may assist in the development of targeted interventions that address the barriers that hinder clinical teaching at teaching hospitals. Additionally, this study could assist in improving the health care that is provided by nursing students to patients. The findings may assist with improved quality by reducing nursing students' theory‐practice gap and by promoting collaboration between Registered Nurses and nurse educators in clinical settings.

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Integration of technology to clinical teaching:The impact of mobile and web-based software automation designed for midwifery students on motivation, time management and anxiety levels

Cited by 8 publications

References 21 publications

Tecnoestrés en el desgaste académico de estudiantes universitarios del Perú

Tecnoestrés en el desgaste académico de estudiantes universitarios del Perú

Mobile Application: Inductions in a Retail Company

Exploring the barriers to Registered Nurses undertaking clinical teaching in clinical settings: A qualitative descriptive study

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