The effect of mLearning on motivation in the Continuing Professional Development of nursing professionals: A Self-Determination Theory perspective

Abstract

Mobile learning (mLearning) has gained popularity in recent years, particularly in the clinical setting. mLearning reduces the theory-practice gap by providing relevant information to nurses and boosting clinical skills. Despite the vast majority of work in this area, few studies in nursing have investigated the correlation between motivation and mLearning for continuing practice development (CPD). Motivation is an essential theoretical concept used to explain human motive that is not new in nursing. Understanding the notion of motivation directed towards learning may clarify the role of technology within pedagogy. Additionally, associating motivation and self-determination may be crucial in understanding motivation in professional nursing practice and education. This study determines the effect of mLearning on motivation to enhance CPD in nursing professionals (NP) analysed critically through a Self-Determination Theory lens. Twenty-three qualified nurses working within the clinical area participated by using a specific mobile application on their smartphone to learn nursing related skills. Over three weeks, participants logged in their learning experience, providing an overview of the relationship between motivation and mLearning. The nurses participating in the study found mLearning motivational in the clinical setting and indicated ownership of their learning, suggesting perceived autonomy. Furthermore, the mobile application enhanced nursing practices through gaining competency and fostered team building through interactions with other health professionals in the clinical area, demonstrating relatedness. This work suggests that having ownership of the learning experience fosters motivation through intrinsic and external needs, supporting learning and gaining competency in the clinical area. Also, the need to become competent and share with others further nurtures motivation to learn in the clinical area. Additionally, these findings suggest mLearning features that motivate NP towards clinical development. This study concludes with implications for the scholarship on mLearning for the continual practice development of nurses.

Educators’ Utilizing One-Stop Mobile Learning Approach amid Global Health Emergencies: Do Technology Acceptance Determinants Matter?

“…Concerning the impact of self-efficacy (SE) on the behavioural intention to adopt mobile education amid emergencies, the results indicate that the (SE) indicated a significant positive impact on the (BI), which conforms with a study by Delia [39]; this study confirmed that users who have a high self-efficacy to utilize technologies also have a behavioural intention to adopt a mobile education approach [40]. Therefore, the designers and developers of mobile applications, and platforms should innovate more issues based on faculty members' self-efficacy to work efficiently at universities, such as web learning management systems platforms and ensure no problems [52].…”

“…These perceptions can significantly impact the behavioural intention (BI) to adopt mobile education [38]. Self-efficacy (SE), or the level of competence that users have in adopting mobile education to complete a particular educational task [39], can also significantly affect the BI to adopt mobile education [40]. Performance expectancy (PE) is the belief that using mobile education will lead to progress in the educational process and significantly affect BI to the adoption of mobile education [37,41].…”

Educators’ Perceptions on Refugee Students’ Identity Challenges Following Higher Education Through Virtual Learning

“…By implementing technology and offering courses virtually, HE institutes can compete with national and international establishments providing opportunities for many to study at a distance. Although online learning offers many well-documented opportunities (Adedoyin & Soykan, (2020); Delia, 2022), communication technology used to enhance virtual learning can be complex within the age of globalisation, challenging culture and one"s identity (Koc, 2006). Globalisation driven by technology has been scrutinised by scholars alike, theorising the perception of loss of time and space resulting in disembedded and declining association with localities (Giddens, 1991;Tomlinson, 1999), causing identity to become diminished, taking on a sense of shifted identity (Clifford, 1992;Koc, 2006).…”