RN, MSN. Nursing Tutor. Govt Nursing College, Doda, Jammu and Kashmir; India.
RN, Ph.D. Professor-cum-Vice Principal. Chitkara School of Health Sciences, Chitkara University, Punjab; India.
Invest Educ Enferm. 2024 Jun;42(2). doi: 10.17533/udea.iee.v42n2e15.
To evaluate the effectiveness of mobile -based learning (MBL) in improving nursing students' knowledge and skills when performing procedures in the operating room.
A quasi-experimental study with control group, pre- and post-intervention assessment was conducted. A total of 128 nursing students from India were recruited by purposive sampling and randomly assigned to the intervention (use of a telephone application containing videos on hand washing, surgical gown donning, gloving, and assisting during intubation) and conventional education groups. A validated Structured Knowledge Questionnaire and an Objective Structured Clinical Examination (OSCE) scale was used to assess nursing students' competencies in relation to operating room procedures and a mobile-based learning satisfaction opinion questionnaire was administered.
The findings showed that the improvement in the mean knowledge and skills score was greater in the intervention group than in the control group (p<0.001). The administration of the MBL was rated as highly satisfactory by 93.8% of the students exposed to this learning method.
The MBL intervention was effective in improving nursing students' knowledge and skills in the evaluated operating room procedures.
评估基于移动设备的学习（MBL）在提高护理学生在手术室执行操作程序时的知识和技能方面的效果。
采用准实验研究设计，设有对照组，进行干预前后评估。通过目的抽样，从印度共招募了 128 名护理学生，并将其随机分配到干预组（使用包含手卫生、穿手术服、戴手套和协助插管视频的电话应用程序）和常规教育组。使用经过验证的结构化知识问卷和客观结构化临床考试（OSCE）量表评估护理学生在手术室操作程序方面的能力，并进行基于移动设备学习满意度的问卷调查。
研究结果表明，干预组的平均知识和技能得分的提高明显大于对照组（p<0.001）。接受这种学习方法的 93.8%的学生对 MBL 的实施评价非常满意。
MBL 干预在提高护理学生在评估的手术室操作程序方面的知识和技能方面是有效的。
