JMIR Publications

ABSTRACT

Background:

Mobile learning (mLearning) offers flexible teaching and learning approaches in higher education. The literature shows that nursing students already use a variety of mLearning tools to support learning in clinical rotation. Through mLearning, students’ learning becomes more transparent and seamless between different learning contexts. Nursing students can benefit from using mLearning to their skill development and knowledge creation in clinical rotation.

Objective:

The aim of the study was to co-design an mLearning tool to support learning related to the performance of basic physical assessment skills, and to stimulate the articulation and integration of human bioscience knowledge.

Methods:

The study used a qualitative longitudinal participatory design approach to co-design the content of an mLearning tool. In collaboration with first-, second-, and third-year nursing students (N=6–9), the use of digital simulation, Massive Open Online Courses (MOOC), podcast, and other digital resources were explored in separate workshops (2–3x3) to understand their influence on student learning.

Results:

The nursing students found the mLearning tool to support performance and learning related to basic physical assessment and transferability of knowledge. Regarding content of the mLearning tool, all suggested digital learning resources were found suitable. Digital simulations with virtual patients were highlighted as especially useful. The students’ age, learning style, and attitude influenced the use of mLearning, and the co-design processes revealed that mLearning might help bridge the theory–practice gap in nursing.

Conclusions:

This study shows that an mLearning tool supported the learning of basic physical assessment and the application of knowledge that might contribute to better clinical reasoning processes post-graduation. In addition, students valued the invitation to influence nursing education by collaborating in the co-design processes.