Mobile learning application usability and self-efficacy among undergraduate nursing students in clinical practice: A cross-sectional study
Abstract
Introduction Developing new tools utilizing a theoretical nursing framework is essential to bridge the theory–practice gap in nursing by facilitating the transfer of skills and knowledge between learning and clinical settings. Purpose This study aimed to examine the relationship between the usability of mobile learning applications in clinical nursing practice and students’ self-efficacy. Method A cross-sectional design was conducted, for 202 undergraduate nursing students of 2nd to 4th levels, who training in clinical nursing practice. System usability scale and mobile learning application self-efficacy scale were utilized. Result This study showed that 90.6% of students use mobile apps during their learning process. There was a positive correlation between students’ self-efficacy and the usability of using mobile learning applications (r = .741). In addition, there were significant differences between the students’ usability of utilizing mobile applications and their self-efficacy (p < 0.05). Conclusions Mobile learning applications can be helpful educational tools that help Z-generation students feel more at ease, accessible, and enjoying their education. Furthermore, students are satisfied with using these apps and learning about their practical nursing. Also, these apps can promote their self-efficacy if they achieve their educational purposes.
How strong is the evidence?
Evidence Hub reads this as a cross-sectional, done in people. Its evidence level is 4 of 5 (Low · observational). Observational designs can show an association but not prove cause.
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