Ghafari Somayeh, Yazdannik Ahmadreza, Mohamadirizi Shahla
Nursing and Midwifery Care Research Center, Faculty of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran.
Department of Critical Care Nursing, Faculty of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran.
J Educ Health Promot. 2020 Nov 26;9:325. doi: 10.4103/jehp.jehp_34_20. eCollection 2020.
Evaluation of students' clinical performance is an essential part of nursing education. Mobile technology is one of the new methods of evaluation that has opened a new horizon for nursing professors. Therefore, this study aimed to design, implement, and evaluate mobile health technology in critical care nursing department in four-phase intervention.
This study was a four-stage educational intervention in which all postgraduate students of intensive care nursing in Isfahan University of Medical Sciences participated in the study. The four steps were designing and developing a logbook, needs assessment, designing and implementing an Android app, and evaluating users (students) of the Android app. Subjects' satisfaction scores were collected using a researcher-made questionnaire with 14 questions. Data were analyzed using SPSS 14 software.
In this study, a clinical practice evaluation app was designed at four levels of access (student, professor, department manager, and faculty dean). The results showed that more than half of app users reported this technology in terms of an overall response to the tool (87.5%), tool specificity (100%), the amount of information displayed (75%), page layout (62.5%), information rate (75%), recall information (87.5%), and ease of doing instructions (100%) were positive.
Evaluation of clinical practice using technology was associated with increasing students' satisfaction with evaluation method. In addition, this application enabled the simultaneous interaction between the professor with the higher and lower ranks, including the department manager and student and vice versa and the simultaneous recording of this interaction.
学生临床实践表现的评估是护理教育的重要组成部分。移动技术是一种新的评估方法，为护理教授开辟了新视野。因此，本研究旨在分四个阶段干预，设计、实施和评估重症监护护理部门的移动健康技术。
本研究是一项分四个阶段的教育干预，伊斯法罕医科大学重症监护护理专业的所有研究生都参与了该研究。这四个步骤分别是设计和开发一本日志、需求评估、设计和实施一款安卓应用程序，以及评估安卓应用程序的用户（学生）。使用研究者自制的包含14个问题的问卷收集受试者的满意度得分。数据使用SPSS 14软件进行分析。
在本研究中，设计了一个临床实践评估应用程序，有四个访问级别（学生、教授、科室主任和学院院长）。结果显示，超过一半的应用程序用户对该技术在工具的总体反馈（87.5%）、工具特异性（100%）、显示的信息量（75%）、页面布局（62.5%）、信息率（75%）、回忆信息（87.5%）以及操作说明的简易程度（100%）方面给予了积极评价。
使用技术进行临床实践评估与提高学生对评估方法的满意度相关。此外，该应用程序能够实现教授与各级人员（包括科室主任和学生）之间的同时互动，反之亦然，并且能够同时记录这种互动。
