Nikpeyma Nasrin, Zolfaghari Mitra, Mohammadi Aeen
Department of Community Health and Geriatric Nursing, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran.
Department of eLearning in medical education, Virtual School of Tehran University of Medical Sciences, Naderi Street, Keshavarz Blvd, Tehran, Iran.
BMC Nurs. 2021 Nov 10;20(1):226. doi: 10.1186/s12912-021-00750-9.
Although the use of mobile devices can facilitate the learning process, there may be barriers to using them for learning purposes. This study aimed to identify and investigate the barriers and facilitators of using mobile devices as an educational device from the perspective of nursing students.
This qualitative descriptive study was conducted in 2020 on undergraduate nursing students of the Nursing and Midwifery Faculty, Tehran University of Medical Sciences. A total of 22 undergraduate nursing students were selected by purposive sampling with maximum variability. Inclusion criteria were Undergraduate nursing education, having mobile devices, and willingness to participate in research. Data were collected through semi-structured individual interviews for 45-75 min in the proposed environment of students until the data were saturated. Data analysis was performed manually using the framework analysis method with the steps: familiarization, identifying a thematic framework, indexing, Charting and Synthesis, Mapping, and Interpretation. Trustworthiness was determined by methods of Credibility, Dependability, Conformability, and Transferability.
The majority of participants (45.45%) were 21 years old, 63.63% were women, and 36.36% studied in the 8th semester. Findings from the analysis of interviews showed that barriers to the use of mobile devices were classified into 4 main categories (barriers related to mobile devices, barriers related to Internet access, barriers related to information literacy, cultural-environmental barriers) and 15 subcategories, and facilitating the use of mobile devices was divided into 2 main categories (easy to use mobile devices and easy access to information) and 6 subcategories.
The results of this study help educational managers and curriculum planners to adapt to technological change, to focus on the many benefits of mobile devices as an educational tool, and to plan to overcome barriers to mobile device use, and use mobile devices to teach theoretical topics and clinical nursing skills effectively.
尽管使用移动设备可以促进学习过程，但将其用于学习目的可能存在障碍。本研究旨在从护理专业学生的角度识别和调查将移动设备用作教育工具的障碍和促进因素。
本定性描述性研究于2020年对德黑兰医科大学护理与助产学院的本科护理专业学生进行。通过最大变异性的目的抽样法共选取了22名本科护理专业学生。纳入标准为本科护理教育、拥有移动设备且愿意参与研究。在学生指定的环境中通过半结构化个人访谈收集数据，访谈时长为45 - 75分钟，直至数据饱和。使用框架分析法手动进行数据分析，步骤包括：熟悉、确定主题框架、索引、图表绘制与综合、映射和解释。通过可信度、可靠性、一致性和可转移性方法确定可信度。
大多数参与者（45.45%）年龄为21岁，63.63%为女性，36.36%在第8学期学习。访谈分析结果表明，使用移动设备的障碍分为4个主要类别（与移动设备相关的障碍、与互联网接入相关的障碍、与信息素养相关的障碍、文化环境障碍）和15个子类别，而促进移动设备使用分为2个主要类别（移动设备易于使用和信息易于获取）和6个子类别。
本研究结果有助于教育管理人员和课程规划者适应技术变革，关注移动设备作为教育工具的诸多益处，规划克服移动设备使用障碍，并利用移动设备有效教授理论主题和临床护理技能。
