Leveraging an mLearning Prototype to Teach Medical Terminology to Nursing Students: A Linguistic Approach

Abstract

Background

Medical terminology enables effective communication. Many nursing students find this learning challenging. Research suggests that nursing students perceive value in receiving dedicated teaching on the linguistic rules of medical terminology.

Aim

The aim of this quantitative study was to explore nursing students’ experiences of using a mLearning prototype to learn medical terminology like a language.

Method

Preregistration undergraduate first-year nursing students used the mLearning prototype for 6-weeks. Its use was supplemental to lectures, seminars, and practicals while remaining self-directed. Pre and postassessments were completed by participants measuring their medical terminology knowledge before and after using the mLearning prototype.

Results

Quantitative data analysis using SPSS revealed a significant mean difference in knowledge of medical terminology between the pre and postassessment results. 95% of participants agree that it increased their knowledge of medical terminology. Participants valued the evidence-based language learning strategies incorporated.

Conclusion

Specialized, supplementary mLearning tools may offer an inclusive solution to support learners’ acquisition of essential medical terminology academic and clinical environment.