ARTICLE INFO

Article Type

Original Research

Authors

Salmani   N. (*)
Dehghani   Kh. (1)
Salimi   T. (1)
Bagheri   I. (2)






(*) Pediatric Department, Nursing & Midwifery Faculty, Shahid Sadoughi University of Medical Science Yazd, Yazd, Iran
(1) Pediatric Department, Nursing & Midwifery Faculty, Shahid Sadoughi University of Medical Science Yazd, Yazd, Iran
(1) Pediatric Department, Nursing & Midwifery Faculty, Shahid Sadoughi University of Medical Science Yazd, Yazd, Iran
(2) Medical Surgical Department, Nursing & Midwifery Faculty, Shahid Sadoughi University of Medical Science Yazd, Yazd, Iran

Correspondence

Address: Nursing & Midwifery Faculty, Shahid Sadoughi University of Medical Science Yazd, Bu-Ali Street, Yazd, Iran. Postal Code: 8915644877
Phone: +983538241751
Fax: +983538249705
n.salmani@sbmu.ac.ir

Article History

Received:  December  2, 2015
Accepted:  December 20, 2015
ePublished:  January 10, 2016

BRIEF TEXT


… [1-17] One of the electronic education tools developed recently is the mobile phones [18]. The tool has changed the traditional education method which is based on the presence of the student. In addition, it facilitates learning in home, work office, and during travel [19]. It is considerably used by the students, since it is movable [20].

The students are satisfied with nursing process software in mobile phone environment, and the method has led to higher awareness and skills in the students to use the nursing process [21].

The aim of this study was to investigate the effects of utilization of software designed as computer conceptual map in the mobile phone environment on the learning level of the nursing students.

This is a semi-experimental study with pretest-posttest plan.

5-semester nursing students of Meybod Nursing Faculty and Yazd Shahid Sadoughi Nursing Faculty, Iran, were studied in the 1st semester of academic year 2015-16.

30 nursing students of Meybod Nursing Faculty and 30 nursing students of Yazd Shahid Sadoughi Nursing Faculty were studied as experimental and control groups, respectively.

At first, all the diseases mentioned in high-risk neonates section of patient child course were divided between the teachers of children department based on their experiences. Then, important materials were summed up by the teachers as phrases. The materials included pathophysiology, clinical symptoms, diagnostic evaluation, treatment plan, nursing plan, prognosis, prevention, and discharge plan. The teachers designed conceptual plans for the titles using slide show software. At the next stage, the designed software by the department members was revised. Data was collected using a researcher-made multi-choice test assessing the students’ learning. The test included 40 four-choice questions about knowledge (20 questions) and understanding, utilization, and analysis (20 questions). Validity of the test was assessed via content validity. To determine reliability of the test, the test was conducted in 10 students out of the groups. Then, using Kuder-Richardson 21 Method, the reliability coefficients of knowledge and learning sections were computed 0.75 and 0.78, respectively. At first, when the students of experimental and control groups had attended the session, a pretest was conducted by the teacher. Then, intervention was done during the first 4-week of the semester (a 3-hour session per week). At the end of each session, the computer conceptual plans were sent by the teacher via Bluetooth to the students of experimental group, only. There was no data sending in control group, and the students might draw the plans during teaching. At the 5th week and without any former inform, a posttest was conducted. Data was analyzed by SPSS 21 software. Independent T test was used to compare the groups in age and the GPA of previous semester. Fisher’s exact test was used to compare the groups in gender and marital status. In addition, independent T test was used to compare the mean scores of significant learning and knowledge of experimental and control groups in the pretest and posttest stages. Paired T test was used to compare the mean scores of significant learning and knowledge in each group before and after the intervention.

The mean ages of control and experimental groups were 20.83±0.94 and 20.56±1.40 years, respectively. 46.87% of the students were female. The remaining included males. 86.66% of the students were single. The mean GPA of the previous semester of experimental and control groups were 15.66±0.82 and 16.02±0.73, respectively. There was no significant difference between experimental and control groups in gender, marital status, age, and the GPA of the previous semester (p>0.05). There was no significant difference between the mean scores of significant learning and knowledge in experimental and control groups at the pretest stage (p>0.05). There was no significant difference between the mean scores of knowledge in experimental and control groups at the posttest stage (p>0.05). Nevertheless, there was a significant difference between the mean scores of significant learning in experimental and control groups at the posttest stage (p<0.05). There were significant increases in the mean scores of knowledge and learning in each group before and after the intervention (Table 1).

The new designed method could significantly enhance the students’ learning. The result is consistent with some studies [9, 16, 22, 23]. Teaching materials such as electrolyte and water disorders, endocrine disorders, and sexual disorders via conceptual plan enhances the nursing students’ learning [24]. Teaching via conceptual plan can lead to a deep learning [25]. The mean score of significant learning in experimental group received the conceptual plans via mobile phones besides attending the sessions was higher than control group. The result is consistent with some studies [26, 27] showing positive and favorable effects of the utilization of the mobile phones on learning. The results of 4-session teaching the course content, including ampoules of contraception and birth control pills via lectures for control group and via SMS for experimental group, show that there are increases in the learning levels of the students in both groups at the posttest stage compared to the pretest stage. However, there is no significant difference between the groups [28]. … [29-31]

More samples should be selected from separate faculties in the future studies.

Small sample size and the possibility to communicate between the students of the faculties were of the limitations for the present study.

The utilization of the computer conceptual plans might enhance significant learning and knowledge. And when the computer conceptual plans are received by the students via mobile phones, better significant learning takes place.

All participating students are appreciated.

There is no conflict.

All tests were done namelessly.

The study was funded by no institute or organization, and all costs were paid personally.

TABLES and CHARTS

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