The Experiences of Healthcare Professional Students about the Educational Impacts of Mobile Learning

Abstract

The role of mobile devices in learning processes is growing rapidly and it is imperative to assess the effect of this technology. This paper explores the experience of healthcare professional students with regard to the educational impacts of mobile learning. We conducted a qualitative study using a conventional qualitative content analysis based on Graneheim and Lundman (2004) method to collect and analyze the experiences of 23 healthcare professional students. Two themes, each with subthemes, emerged from the findings: (1) perceived benefit in learning process, and (2) reflective self-assessment. The results revealed that mobile learning has a positive impact on both the process and the outcome of learning in healthcare professional students. Therefore, creating a supportive condition to promote mobile learning is recommended.

Barriers and facilitators of using mobile devices as an educational tool by nursing students: a qualitative research

“…Access to up-to-date and scientific information helps the student to analyze, critique or prioritize information and can meet the cognitive goals of education. Also, the implementation of innovative methods of nursing education provides the learner to move without time and space limitations, because nursing education is a combination of conceptual knowledge and practical skills in different places such as classrooms, laboratories, and clinical wards, and nursing students can access information [ 11 , 23 ].…”

“…In a study of undergraduate nursing students, it was found that they use mobile devices as useful tools in providing patient care and 80% of clinical nurses use smartphone applications to obtain medication information [ 10 ]. Koohestani et al (2019) reported that health students consider mobile devices as tools to facilitate learning, take steps in different learning paths, promote scientific confidence and self-management of learning, that motivate learning, promote theoretical knowledge and acquire clinical skills [ 11 ]. Despite the advantages of these devices in learning, there are some limitations for them, including practical and social limitations of these devices, such as poor access to the Internet in the clinical environment and lack of acceptance by patients and staff.…”

Development and psychometric properties of COVID-19 related Healthcare Student stress scale (CHSSS)

“…The interviews were read and re-read several times to extract the meaning units and codes. The codes were categorized into different subcategories and categories based on their similarities and differences [ 21 , 22 ]. To address trustworthiness, we used Lincoln and Guba’s criteria [ 23 , 24 ].…”

Tecnologias para educação em saúde sobre obstrução das vias aéreas por corpo estranho: revisão integrativa

“…Ainda sobre o acesso via telefone móvel, o aplicativo foi o tipo de tecnologia educativa sobre Ovace mais abordado nos estudos. A importância da utilização de aplicativos para ensino é observada em estudo realizado no Irã, que explorou as experiências de estudantes da saúde quanto ao aprendizado por aparelhos móveis e cujos resultados mostraram experiências positivas referente ao uso de smartphones para fins educacionais (29) . Achado semelhante foi encontrado em pesquisa desenvolvida na Coreia do Sul, que comparou efeitos do ensino do autoexame das mamas para mulheres por meio de um aplicativo de smartphone somado à demonstração prática, cujos resultados apontaram que a combinação das abordagens se apresentou como estratégia útil e eficaz no repasse de informações e no desenvolvimento de habilidades (30) .…”