Evaluation of mobile learning for the clinical practicum in nursing education: application of the FRAME model

2019 ◽  
Vol 31 (2) ◽  
pp. 290-310
Author(s):  
Kam Cheong Li ◽  
Linda Yin-king Lee ◽  
Suet-lai Wong ◽  
Ivy Sui-yu Yau ◽  
Billy Tak-ming Wong
Keyword(s):  
Nursing Education ◽  
Mobile Learning ◽  
Clinical Practicum ◽  
Frame Model

scholarly journals Mobile learning in nursing education: catering for students and teachers’ needs

2017 ◽  
Vol 12 (2) ◽  
pp. 171-183 ◽  
Author(s):  
Kam Cheong Li ◽  
Linda Yin-King Lee ◽  
Suet-Lai Wong ◽  
Ivy Sui-Yu Yau ◽  
Billy Tak Ming Wong
Keyword(s):  
Nursing Education ◽  
Mobile Learning ◽  
Mobile Technologies ◽  
Online Information ◽  
Rational Analysis ◽  
Content Type ◽  
Frame Model ◽  
Learning Content ◽  
Depth Interview ◽  
Nursing Course

PurposeThe purpose of this paper is to evaluate the implementation of mobile learning in a nursing course at The Open University of Hong Kong, and identify the potentials of, and constraints on, introducing mobile technologies in the instructional design of nursing education. The paper also considers the pedagogical implications of the expansion of mobile learning in the field of nursing.Design/methodology/approachThe research adopts a qualitative approach to obtain the students’ and teacher’s experiences, opinions, and expectations on mobile learning. Two focus groups with 20 student participants were conducted and an in-depth interview with the course teacher was arranged. The Framework for the Rational Analysis of Mobile Education (FRAME) model was used as the research framework to support data collection and analysis.FindingsThe aspects of device usability, interaction learning, and social technology as suggested in the FRAME model were partly fulfilled in the study. Mobile technology enhanced the portability and accessibility of learning information, and networking tools facilitated interaction among students and between students and the teacher. However, the readability of text was limited due to constraints on the user interface and screen size, and concerns over the reliability of learning content were also raised, given the abundance of unfiltered online information. The difficulty in updating the content of multimedia materials and sourcing videos of an appropriate level, together with the problem of device networking, also limited the usefulness of mobile learning. Attention should also be paid to the perceptual differences between students and the teacher on the nature and functions of mobile learning.Originality/valueThis empirical study provides a detailed evaluation of the delivery of mobile learning in a nursing course. The findings reveal the strengths and limitations of using mobile technologies to support the nursing education.

scholarly journals Nursing Students’ Experiences with Computer Simulation-Based Communication Education

2021 ◽  
Vol 18 (6) ◽  
pp. 3108
Author(s):  
Ujin Lee ◽  
Heeseung Choi ◽  
Yeseul Jeon
Keyword(s):  
Computer Simulation ◽  
Nursing Education ◽  
Nursing Students ◽  
Communication Patterns ◽  
Mixed Method Research ◽  
Communication Education ◽  
Therapeutic Communication ◽  
Clinical Practicum ◽  
Content Analysis Method ◽  
Simulation Based

Simulation-based communication education has improved nursing students’ communication knowledge and skills. However, communication patterns that students commonly exhibit in simulated situations and students’ responses to specific clinical situations have not been systematically examined. The specific aims of the present study were (1) to identify non-therapeutic communication patterns that nursing students exhibit in simulated situations in the computer simulation-based education (ComEd) program, and (2) explore students’ responses to challenging clinical situations. This study used a mixed-method research design and a convenience sampling method to recruit participants. Frequency analysis and a conventional content analysis method were used to analyze answers provided by participants. A total of 66 students from four Korean nursing schools participated in the study. “False reassurance” was found to be the most common non-therapeutic communication pattern used by nursing students. Nursing students had difficulty in clinical situations such as reporting a patient’s condition to a doctor, communicating with a patient and perform basic nursing skills at the same time, and managing conflicts between patients. Technology-based communication simulation programs, which reflect various clinical situations, are considered a new alternative that can supplement the limitations of clinical practicum and improve the quality of nursing education.

Evaluation of the Use of Mobile Devices for Clinical Practicum in Nursing Education

2018 ◽  
pp. 215-226 ◽  
Author(s):  
Kam Cheong Li ◽  
Linda Yin-King Lee ◽  
Suet-Lai Wong ◽  
Ivy Sui-Yu Yau ◽  
Billy Tak-Ming Wong
Keyword(s):  
Nursing Education ◽  
Mobile Devices ◽  
Clinical Practicum

Mobile Learning Based on the Frame Model and Applied to the Solution of Differential Calculus Optimization Problems

2021 ◽  
pp. 121-130
Author(s):  
Francisco Niño-Rojas ◽  
Martha Tatiana Jimenez-Valderrama ◽  
Sergio Eduardo Gómez Ardila ◽  
Diana Lancheros-Cuesta
Keyword(s):  
Mobile Learning ◽  
Differential Calculus ◽  
Optimization Problems ◽  
Frame Model

scholarly journals Integrating M-Learning in Teaching ECG Reading and Arrhythmia Management for Undergraduate Nursing Students

2020 ◽  
Vol 14 (01) ◽  
pp. 82
Author(s):  
Basma Salameh ◽  
Ahmad Ewais ◽  
Osama Salameh
Keyword(s):  
Critical Care ◽  
Nursing Education ◽  
Nursing Students ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning Experience ◽  
Control Group ◽  
Learning Materials ◽  
Academic Achievements ◽  
Care Course

<p class="0abstract">Use of mobile devices among nursing students is recently a widespread approach. Integrating mobile devices in education can improve the quality of nursing education by engaging students in learning experience. The present study aims at investigating theeffect of using Mobile Learning (M-learning) on students’ academicachievements and satisfaction. Therefore, quasi-experimental design was used. The study included 104 students who were enrolled in a critical care course at the faculty of Nursing. During the study, the participant were divided into control and experimental groups. The experimental group 52 students were able to use a developed mobile application, which includes learning materials and multimedia resources, dedicated to critical care course.  On the other hand, control group 52 students were able to explore the classical learning materials form the course. The study included students’ attitudes, students’ satisfaction, and students’ academic achievements. Differences between the two groups were considered significant as the result was p &lt; 0.05. The obtained results showed significance difference between pre-post quizzes achievements between the experimental and control group (p&lt;0.000). Additionally, 76% of the students were satisfied with using M-learning. The study revealed that there was improvement in the student academic achievements and satisfaction when integrating mobile learning into nursing education<span>.</span></p>

Mobile Learning, Teacher Education, and the Sociomaterial Perspective

2018 ◽  
Vol 10 (2) ◽  
pp. 66-77 ◽  
Author(s):  
Marguerite Koole
Keyword(s):  
Papua New Guinea ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teacher Educators ◽  
Pedagogical Practices ◽  
Training Project ◽  
Frame Model ◽  
Perspective Drawing ◽  
The Social ◽  
Diffraction Patterns

This article is primarily a theoretical piece that uses a model of mobile learning, the FRAME model (Koole 2009), to explore a mobile teacher-training project that took place in Papua New Guinea: the SMS Story. The author takes a sociomaterial perspective, drawing upon Barad's agential realism and Sørensen's multiplicity perspective. As the author explores the “intra-actions” of the social, learner, and technological aspects of the FRAME model, diffraction patterns arise; in other words, spaces of social and material possibilities, constraints, and tensions come into view. New ethical questions emerge regarding whose perspectives and whose practices should come to matter in pedagogical practices. This article is intended for qualitative researchers, teachers, and teacher educators who are interested in alternative ways of thinking about the entanglement of mobile technology, humans, and materialities in educational contexts.

DNP Residency: A Model for the Clinical Doctorate

2008 ◽  
Vol 1 (2) ◽  
pp. 81-85
Author(s):  
Judy Honig ◽  
Janice Smolowitz
Keyword(s):  
Nursing Education ◽  
Nursing Practice ◽  
Clinical Settings ◽  
Clinical Practicum ◽  
Doctor Of Nursing Practice ◽  
Delivery Of Care ◽  
Clinical Doctorate ◽  
Over Time

The doctor of nursing practice clinical residency is a key component of doctoral nursing education that combines clinical practicum with scholarly reading and seminars to provide an in-depth experience for students. During the residency students integrate and synthesize knowledge by demonstrating competency in an area of nursing practice and completing a scholarly project. This article describes a doctor of nursing practice residency for students whose focus is the delivery of care to a panel of patients across clinical settings over time.

scholarly journals A Comparison of the Uptake of Two Research Models in Mobile Learning: The FRAME Model and the 3-Level Evaluation Framework

2018 ◽  
Vol 8 (3) ◽  
pp. 114 ◽  
Author(s):  
Marguerite Koole ◽  
Rosemary Buck ◽  
Kerry Anderson ◽  
Drea Laj
Keyword(s):  
Mobile Learning ◽  
Research Team ◽  
Research Literature ◽  
Evaluation Framework ◽  
Research Projects ◽  
Learning Models ◽  
Rational Analysis ◽  
Frame Model ◽  
Fields Of Study ◽  
Reasons For Use

This paper discusses the diffusion of two models of mobile learning within the educational research literature: The Framework for the Rational Analysis of Mobile Learning (FRAME) model and the 3-Level Evaluation Framework (3-LEF). The main purpose is to analyse how the two models, now over 10 years old, have been referenced in the literature and applied in research. The authors conducted a systematic review of publications that referenced the seminal papers that originally introduced the models. The research team summarized the publications by recording the abstracts and documenting how the models were cited, described, interpreted, selected, rejected, and/or modified. The summaries were then coded according to criteria such as fields of study, reasons for use, criticisms and modifications. In total, 208 publications referencing the FRAME model and 97 publications referencing the 3-LEF were included. Of these, 55 publications applied the FRAME model and 10 applied the 3-LEF in research projects. The paper concludes that these two models/frameworks were likely chosen for reasons other than philosophical commensurability. Additional studies of the uptake of other mobile learning models is recommended in order to develop an understanding of how mobile learning, as a field, is progressing theoretically.

scholarly journals Baccalaureate Nursing Students' Lived Experiences of a Leadership Role During Clinical Practicum

2021 ◽  
Author(s):  
◽  
Gisela Schmidt
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Baccalaureate Nursing ◽  
Lived Experiences ◽  
Leadership Role ◽  
Clinical Practicum ◽  
Healthcare Environment ◽  
Professional Nursing ◽  
Learning Through Experience

Problem Leadership is an essential component of professional nursing practice used in many aspects of the Registered Nurse (RN) role. Baccalaureate nursing (BN) programs have the responsibility of preparing graduating nursing students with leadership orientation and practice. Excellent professional preparation of RNs starts with their education during nursing school. The fast-paced and high-demand healthcare environment needs RNs who can be accountable for patient care that enables excellent patient outcomes and sound patient-centered care. Taking this into consideration, nursing educators are in a special position to promote nursing education which prepares their students with leadership education and training. The purpose of this study was to describe BN students’ lived experiences of a leadership role during clinical practicum. Method For this study, the phenomenological approach was used to be able to understand the phenomenon of a leadership role during the Team Leaders’ (TL) lived experiences during their clinical practicum of a Medical-Surgical course. Data came from journals written by 32 participants from two cohorts, and interview transcriptions from eight participants selected from the 32 journal writers. The data were organized and analyzed with the NVivo 12 Plus software program, based on close readings and analysis of the journals and interview transcripts. First and second coding cycles were used. During the first cycle of coding, I used two types of codes: Elemental method in vivo coding and the affective method of emotion coding. During the second coding cycle I used the pattern coding method. Results Key findings revealed several themes. According to the participant descriptions these themes are The Team Leader Role, Introduction to Nursing Leadership, A Great Learning Experience, Learning Outcomes, Emotions, and Negative Perceptions and Unanticipated Findings. From the gathered experiences of the participants the essence of the findings emerged as Learning Through Experience. Learning Through Experience increased the participants’ exposure to a variety of circumstances which enriched their knowledge about leadership and professional nursing. The results not only highlighted findings about what the participants had experienced related to leadership in nursing, they underlined specific learning outcomes related to professional nursing responsibilities. Conclusions These descriptions of the lived experiences of BN students in a leadership role during a clinical practicum demonstrated that experience is critical in the learning process. This research offers potential benefits to nursing education, promoting an alternative practice to maximize introduction to and education about leadership in nursing. Nursing students need to develop leadership skills prior to entering the workforce to make certain they are able to meet the challenges associated with the highly demanding healthcare environment.

scholarly journals Influences on the Implementation of Mobile Learning for Medical and Nursing Education: Qualitative Systematic Review by the Digital Health Education Collaboration

10.2196/12895 ◽  
2019 ◽  
Vol 21 (2) ◽  
pp. e12895 ◽  
Author(s):  
Priya Lall ◽  
Rebecca Rees ◽  
Gloria Chun Yi Law ◽  
Gerard Dunleavy ◽  
Živa Cotič ◽  
...  
Keyword(s):  
Systematic Review ◽  
Nursing Education ◽  
Health Education ◽  
Mobile Learning ◽  
Digital Health ◽  
Qualitative Systematic Review
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