Kim Ju Hee, Park Hanjong
College of Nursing Science, Kyung Hee University, Seoul, Republic of Korea.
College of Nursing, The Catholic University of Korea, Seoul, Republic of Korea.
Asian Nurs Res (Korean Soc Nurs Sci). 2019 Feb;13(1):20-29. doi: 10.1016/j.anr.2019.01.005. Epub 2019 Jan 16.
A systematic review and meta-analysis was conducted to evaluate the effects of smartphone-based mobile learning for nurses and nursing students.
Electronic literature search of PubMed, Cochrane Library, Embase, SCOPUS, Web of Science, ProQuest Central, Cumulative Index to Nursing and Allied Health Literature (CINAHL), and Educational Resource Information Center (ERIC) was conducted. Two authors independently reviewed empirical studies for inclusion and extracted the design, sample size, intervention method, outcome variables, and statistical values of them. Methodological quality was assessed using Cochrane collaboration risk of bias tool. To estimate the effect size, meta-analysis was performed using R meta program.
Authors identified 11 randomized or nonrandomized controlled trials of a total of 3,419 studies. Overall effect sizes by random-effects model was large [Hedges'g (g) = 1.12, 95% confidence interval (CI) 0.72-1.52], with learning attitude (g = 1.69), skills (g = 1.41), knowledge (g = 1.47), and confidence in performance (g = 1.54). For heterogeneity, subgroup analyses using meta-analysis of variance were performed, but no significant difference was found. Finally, a funnel plot and Egger's regression test along with trim-and-fill analysis and fail-safe N were conducted to check for publication bias, but no significant bias was detected.
Smartphone-based mobile learning had significantly positive influence on nursing students' knowledge, skills, confidence in performance, and learning attitude. Smartphone-based mobile learning may be an alternative or supportive method for better education in nursing fields.
进行一项系统评价和荟萃分析，以评估基于智能手机的移动学习对护士和护理专业学生的影响。
对PubMed、Cochrane图书馆、Embase、SCOPUS、科学引文索引、ProQuest Central、护理及相关健康文献累积索引（CINAHL）和教育资源信息中心（ERIC）进行电子文献检索。两位作者独立审查纳入的实证研究，并提取其设计、样本量、干预方法、结果变量和统计值。使用Cochrane协作偏倚风险工具评估方法学质量。为了估计效应大小，使用R元程序进行荟萃分析。
作者从总共3419项研究中确定了11项随机或非随机对照试验。随机效应模型的总体效应大小较大[赫奇斯g值（g）=1.12，95%置信区间（CI）0.72 - 1.52]，涉及学习态度（g = 1.69）、技能（g = 1.41）、知识（g = 1.47）和对表现的信心（g = 1.54）。对于异质性，使用方差分析进行亚组分析，但未发现显著差异。最后，进行漏斗图和埃格回归检验以及修剪填充分析和失效安全数N，以检查发表偏倚，但未检测到显著偏倚。
基于智能手机的移动学习对护理专业学生的知识、技能、对表现的信心和学习态度有显著的积极影响。基于智能手机的移动学习可能是护理领域更好教育的一种替代或支持方法。
