Kouchaksaraei Sajjad Ranjbar, Yousefinya AmirHossian, Khoram Bagher, Torabizadeh Camellia, Vizeshfar Fatemeh
Student Research Committee, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
Department of Nursing, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
Sci Rep. 2025 Jul 26;15(1):27261. doi: 10.1038/s41598-025-13099-9.
Electronic education can serve as a new educational approach that meets some of the educational needs of students and enhances the quality and effectiveness of education in these areas. This study aims to investigate impact of Mobile Learning Operating Room Principles and Communication Skills on Knowledge, Attitudes, Performance, and Communication Skills of Nursing College Students. In this quasi-experimental study, 60 working students attending a college participated in two groups: the intervention group and the control group. The intervention group received operating room principles and communication skills training through a mobile application, while the control group received conventional classroom-based training on the same subjects. The data collection tools and process included a demographic information form, questionnaires to assess knowledge, attitudes towards mobile learning, communication skills, patient interaction, and checklists for operating room principles and nursing skills of the students in the clinical setting. Pre-tests and post-tests were conducted before and after the intervention to compare the participants' levels of knowledge, attitudes, performance, and communication skills. The data were analyzed using SPSS software version 19, and descriptive and inferential statistics were employed. Before the intervention, there was no statistically significant difference between the knowledge, attitudes, performance, and communication skills of the two groups. However, the statistical tests demonstrated the effectiveness of the interventions. After the intervention, a significant and meaningful difference (P < 0.001) was observed between the two groups' knowledge, attitudes, performance, and communication skills. Based on the results of this study, mobile educational software can assist in the learning and education of students. Since medical students experience most of their learning in clinical settings, attention should be given to developing software and applications in the clinical domain. With the ever-expanding use of mobile devices and the widespread accessibility of these communication tools to almost all students, incorporating mobile-based education can lead to improved medical education in clinical settings.
电子教育可以作为一种新的教育方式，满足学生的一些教育需求，并提高这些领域的教育质量和效果。本研究旨在探讨移动学习手术室原则与沟通技巧对护理专业大学生知识、态度、表现和沟通技巧的影响。在这项准实验研究中，60名在职大学生被分为两组：干预组和对照组。干预组通过移动应用程序接受手术室原则和沟通技巧培训，而对照组接受关于相同主题的传统课堂培训。数据收集工具和过程包括一份人口统计学信息表、用于评估知识、对移动学习的态度、沟通技巧、患者互动的问卷，以及用于评估学生在临床环境中的手术室原则和护理技能的清单。在干预前后进行了前测和后测，以比较参与者的知识、态度、表现和沟通技巧水平。使用SPSS 19版软件对数据进行分析，并采用描述性和推断性统计方法。干预前，两组在知识、态度、表现和沟通技巧方面没有统计学上的显著差异。然而，统计测试证明了干预措施的有效性。干预后，两组在知识、态度、表现和沟通技巧方面观察到显著且有意义的差异（P < 0.001）。基于本研究结果，移动教育软件可以帮助学生学习和接受教育。由于医学生大部分学习是在临床环境中进行的，因此应关注临床领域软件和应用程序的开发。随着移动设备的使用不断扩大，并且几乎所有学生都能广泛使用这些通信工具，将基于移动设备的教育纳入其中可以改善临床环境中的医学教育。
