Tarryn Armour , Elyse Coffey , Elizabeth Manias , Bernice Redley , Pat Nicholson
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引用次数: 0
Abstract
Objective
To identify and synthesise existing literature about the use of mobile educational applications (apps) designed to enhance the learning experience of nurses and midwives.
Design
A narrative review using a systematic, structured and comprehensive search of the literature.
Data sources
Medline Complete (EBSCO), CINAHL (EBSCO), ERIC (EBSCO) and Embase (OVID) electronic databases.
Review methods
Screening of 3512 articles according to inclusion and exclusion criteria using Covidence software resulted in sixteen studies for final analysis. Thematic analysis was conducted to develop key themes.
Results
Four key themes were generated 1) design elements of mobile apps for nurses and midwives, 2) design factors impacting learner motivation, 3) influence of apps on nursing and midwifery practice, and 4) considerations for app development. The themes indicated a positive association between well-designed mobile educational apps and enhanced learner motivation. Additionally, recognising the importance of tailoring mobile educational apps for specific user groups and engaging in co-design processes with nurses and midwives during app development was identified as crucial for optimising their impact on nursing and midwifery education.
Discussion
Mobile educational apps designed for nurses and midwives offer an innovative and engaging approach to delivering information and supporting learning. Creating apps tailored for nurses and midwives transforms their learning experience and serves as a useful adjunct to traditional clinical education.
期刊介绍：
Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education.
The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives.
Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.
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