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在临床实践中,本科护理学生的移动学习应用程序可用性和自我有效性:一个横截面研究
Samar Thabet Jallad1, Aya Mujahed1, Islam Al-Zeer1
1Department of Nursing, Faculty of Health Professions, Al-Quds University, Jerusalem, Palestine.
Digital health
|November 17, 2025
概括
移动学习应用程序通过提高学生的自我效能和在临床实践中的可用性来增强护理教育. 这项研究发现,应用程序可用性和护理学生对自己的技能信心之间存在强烈的正相关性.
科学领域:
- 护理教育 护理教育
- 医疗信息学 医疗信息学
- 数字学习数字学习
背景情况:
- 弥合护理学理论与实践之间的差距对于有效的知识转移至关重要.
- 移动学习应用程序为将理论知识与临床技能相结合提供了一个潜在的解决方案.
- 评估这些工具对学生自我效能的可用性和影响至关重要.
研究的目的:
- 研究移动学习应用程序的可用性与护理学生在临床环境中的自我效能之间的关系.
- 了解移动学习工具如何影响护理学生的实践培训.
主要方法:
- 对202名本科护理学生进行了横截面研究.
- 数据采集使用系统可用性量表和移动学习应用程序自我有效性量表.
- 参与者是在临床护理实践的第二到第四年.
主要成果:
- 90.6%的护理学生在学习过程中使用移动应用程序.
- 在移动应用程序可用性和学生自我效能之间发现了显著的正相关性 (r=0.741).
- 在学生的可用性和自我效能方面观察到统计学上显著的差异 (p<0.05).
结论:
- 移动学习应用程序是护理学生的有价值的教育工具,特别是对于Z一代.
- 这些应用程序提高了学生的舒适性,可访问性和参与实际护理教育.
- 有效的移动学习工具可以显著促进护理学生的自我效能和满意度.
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