Mobile devices for developing nursing students’ professional skills: scoping review

Silva, Angélica Oliveira Veríssimo da; Pinto, Cristina Maria Correia Barroso; Vieira, Rui Marques

doi:10.1590/1518-8345.7383.4371

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Revista Latino-Americana de Enfermagem

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Review Article • Rev. Latino-Am. Enfermagem 32 • 2024 • https://doi.org/10.1590/1518-8345.7383.4371 copy

Mobile devices for developing nursing students’ professional skills: scoping review ¹ * Supported by Fundos Nacionais by Fundação para a Ciência e a Tecnologia (FCT), Grant # 2023.00900.BD, and CIDTFF, projects UIDB/00194/2020 and UIDP/00194/2020, Portugal.

Authorship SCIMAGO INSTITUTIONS RANKINGS

Objective:

to map the scientific literature on the use of mobile devices to develop the professional skills of nursing students.

Method:

this was a scoping review guided by JBI recommendations. Six databases and gray literature were included. The selection of studies was carried out through individual and peer assessment. Data were extracted based on an elaborate script and presented in a descriptive, tabular and graphical format.

Results:

264 studies were identified, of which 13 comprised the corpus of analysis. The studies were carried out mainly on the Asian continent. Interventions ranged from one to 12 weeks, with a predominance of the use of Apps. The skills addressed were mainly clinical skills, techniques and procedures inherent to nursing practice, followed by decision-making and problem-solving.

Conclusion:

the studies analyzed not only revealed the potential of mobile devices in the training context, but also highlighted their contribution to improving clinical capabilities, as they offer support for a more dynamic and effective approach to the learning process. The gap in knowledge appears in the still unexplored possibility of integrating different professional skills through a single digital educational tool.

Descriptors:
Mobile Applications; Smartphone; Nursing students; Professional Competence; Professional Practice; Nurse’s Role

Highlights:

(1) Positive repercussions of mobile devices on skills development.

(2) Knowledge gap is the absence of a tool that integrates several skills.

(3) Potential of mobile devices for improving clinical capabilities.

(4) Importance of integrating hard and soft skills into a single digital tool.

Data base	Search Strategy	Results
Scopus	( TITLE-ABS-KEY ( “nurs* education” OR “nurs* students” ) AND TITLE-ABS-KEY ( “mobile device” OR “mobile technolog” OR “mobile application” OR “smartphone” OR “mobile learning” ) AND TITLE-ABS-KEY ( “skill acquisition” OR “nurs* skills” OR “professional competence” OR “professionalism” OR “professional practice” OR “clinical competence” ) )	85
WoS	((TS=(“nurs* education” OR “nurs* students”)) AND TS=(“mobile device” OR “mobile technolog” OR “mobile application” OR “smartphone” OR “mobile learning” )) AND TS=(“skill acquisition” OR “nurs* skills” OR “professional competence” OR “professionalism” OR “professional practice” OR “clinical competence”)	27
PubMed	((“nursing education”[Title/Abstract] OR “nursing students”[Title/Abstract]) AND (“mobile devices”[Title/Abstract] OR “mobile technology”[Title/Abstract] OR “mobile application”[Title/Abstract] OR “smartphone”[Title/Abstract] OR “mobile learning”[Title/Abstract])) AND (“skill acquisition”[Title/Abstract] OR “nursing skills”[Title/Abstract] OR “professional competence”[Title/Abstract] OR “professionalism”[Title/Abstract] OR “professional practice”[Title/Abstract] OR “clinical competence”[Title/Abstract])	20
b-on	AB ( “nurs* education” OR “nurs* students” ) AND AB ( “mobile device” OR “mobile technolog” OR “mobile application” OR “smartphone” OR “mobile learning” ) AND AB ( “skill acquisition” OR “nurs* skills” OR “professional competence” OR “professionalism” OR “professional practice” OR “clinical competence” )	33
SciELO	#2 (ab:(estudante* de enfermagem OR educação em enfermagem)) AND (ab:(dispositivo* move* OR aprendiza* move* OR smartphone* OR app*))	14
POASR	Title “nursing students” AND “mobile devices” OR “mobile technology” OR “mobile application” OR “smartphone” OR “mobile learning” AND Abstract “nursing students” AND “mobile devices” OR “mobile technology” OR “mobile application” OR “smartphone” OR “mobile learning” AND Subject “nursing students” AND “mobile devices” OR “mobile technology” OR “mobile application” OR “smartphone” OR “mobile learning”	85

ID	Title	Country/Year	Study design	Objective
A1	A smartphone application to educate undergraduate nursing students about providing care for infant airway obstruction	Korea, 2017	Quasi-experimental	Develop a smartphone App and evaluate its effectiveness in terms of knowledge, skills and confidence of nursing students.
A2	Configuration of Mobile Learning Tools to Support Basic Physical Assessment in Nursing Education- Longitudinal Participatory Design Approach	Norway, 2021	Qualitative and longitudinal	Design a set of mobile learning tools to support nursing students’ learning.
A3	Effectiveness of mobile cooperation intervention on students’ clinical learning outcomes: A randomized controlled trial	Finland, 2018	Randomized and controlled clinical trial	To evaluate the effectiveness of mobile cooperation intervention to improve nursing students’ competence and self-efficacy.
A4	Effects of a skill demonstration video delivered by smartphone on facilitating nursing students’ skill competencies and self-confidence: A randomized controlled trial	China, 2018	Randomized and controlled clinical trial	Examining the effects of a smartphone video on nursing students’ competence and confidence.
A5	Effects of Nursing Students’ Practices using Smartphone Videos on Fundamental Nursing Skills, Self-efficacy, and Learning Satisfaction in South Korea	Korea, 2017	Quasi-experimental	Investigate the effects of learning through the use of video recording on smartphones in student self-assessment.
A6	Effects of using mobile device-based academic electronic medical records for clinical practicum by undergraduate nursing students- A quasi-experimental study.	Korea, 2018	Quasi-experimental	Examine the effect of an App on the clinical internship of nursing students.
A7	Evaluation of mobile learning for the clinical practicum in nursing education- application of the FRAME model	China, 2019	Experimental	To evaluate the perception of nursing students about the use of mobile devices in clinical practice.
A8	Factors associated with changes in students’ self-reported nursing competence after clinical rotations:A quantitative cohort study	Norway, 2023	Cohort Quantitative	Explore changes in nursing competency, factors associated with changes following clinical rotations, and whether a set of mobile learning tools supports changes in confident use of basic physical assessment skills.
A9	Use of digital applications in the medicament calculation education for nursing	Brazil, 2016	Experimental	Evaluate the influence of using digital applications in teaching medication calculations to nursing students.
A10	Mobile-Based Video Learning Outcomes in Clinical Nursing Skill Education: A Randomized Controlled Trial	Korea, 2016	Randomized and controlled clinical trial	To identify the effects of video clips on mobile devices on nursing students’ learning motivation, competence and satisfaction, and explore the relationships between these variables.
A11	Using Video Feedback Through Smartphone Instant Messaging in Fundamental Nursing Skills Teaching: Observational Study	China, 2019	Observational	Explore the possible effects of video feedback via smartphone messaging on teaching fundamental nursing skills to nursing students.
A12	The Effect of Team-based Training Through Smartphone Applications on Nursing Students’ Clinical Skills and Problem-Solving Ability	Iran, 2022	Quasi-experimental	To determine the effect of a team-based educational program using smartphone applications on the problem-solving ability and clinical capabilities of nursing students.
A13	The Effects of an Interactive Nursing Skills Mobile Application on Nursing Students’ Knowledge, Self-efficacy, and Skills Performance: A Randomized Controlled Trial	Korea, 2018	Randomized and controlled clinical trial	Evaluate the effect of a nursing skills App for nursing students.

ID	Strategy	Competence	Intervention time	Results
A1	App for clearing children’s airways (smartphone)	Clinical capacity (airway clearance)	6 weeks	Statistically significant difference from the experimental group in clinical capabilities and performance confidence. They reported greater satisfaction with learning.
A2	Mobile-Learning tools based on: Virtual clinical simulation, MOOC, videos and podcast	Clinical capacity (physical examination)	12 weeks	Students found the toolkit beneficial in supporting skills development.
A3	Study@Campus App: learning diary, cooperation between students and teachers and feedback (smartphone)	Clinical skills (Nurse Competence Scale) and self-efficacy	5 weeks	It revealed no statistical differences between the two groups. Significant effect on student satisfaction.
A4	Capabilities demonstration video (smartphone)	Knowledge, clinical skills and confidence (urinary catheterization)	2 weeks	Statistically significant differences in both knowledge, clinical skills and satisfaction with learning in the experimental group.
A5	Intramuscular medication administration practice video (smartphone)	Clinical capacity, self-efficacy and satisfaction (medication administration)	2 weeks	Significant and positive effects on improving competence and satisfaction with learning in the experimental group.
A6	Academic electronic medical record (AEMR) app (smartphone)	Decision making	4 weeks	The experimental group showed a significant increase in knowledge and skills. There was no statistically significant difference in critical thinking between the experimental and control groups. The experimental group showed greater satisfaction with learning.
A7	App 1- clinical skills assessment	Clinical capabilities	^* * It is not possible to identify the exact intervention time	Participant satisfaction with mobile learning practice.
A8	App 2- clinical procedure videos	Clinical capacity and self-efficacy (physical examination)	8 weeks	Significant statistical differences in competence and confidence after using the toolkit.
A9	(tablet)	Calculation of medicines	^* * It is not possible to identify the exact intervention time	It positively influenced learning and safety when calculating medications.
A10	Set of tools in the Canvas program (smartphone and tablet)	Clinical capacity (urinary catheterization)	3 weeks	Experimental group showed significantly higher levels of motivation and satisfaction with learning.
A11	CalcMed app (smartphone)	Clinical skills (bed making, aseptic procedures, vital signs, oxygen therapy)	8 weeks	The experimental group presented higher scores in the final exam of clinical skills and also greater satisfaction with the strategy used.
A12	Video urinary catheterization (smartphone)	Problem solving	12 weeks	Average scores increased more in the experimental group.
A13	Clinical skills demonstration videos for feedback (smartphone)	Knowledge, clinical skills and self-efficacy (vital signs, intravenous medication, gastric catheterization and endotracheal suctioning)	1 week	The experimental group presented a significantly higher value of knowledge, self-efficacy and clinical skills. They showed greater satisfaction with learning.

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[1] Corresponding author:
Angélica Oliveira Veríssimo da Silva E-mail: angelicaoverissimos@ua.pt https://orcid.org/0000-0001-8666-8009

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Mobile devices for developing nursing students’ professional skills: scoping review 1 * Supported by Fundos Nacionais by Fundação para a Ciência e a Tecnologia (FCT), Grant # 2023.00900.BD, and CIDTFF, projects UIDB/00194/2020 and UIDP/00194/2020, Portugal.

Objective:

Method:

Results:

Conclusion:

Highlights:

Mobile devices for developing nursing students’ professional skills: scoping review ¹ * Supported by Fundos Nacionais by Fundação para a Ciência e a Tecnologia (FCT), Grant # 2023.00900.BD, and CIDTFF, projects UIDB/00194/2020 and UIDP/00194/2020, Portugal.