Mobile Application-Supported Education in Nursing Students

Summary

This randomized controlled study evaluates the effectiveness of a mobile application-supported educational intervention on learning outcomes among first-year undergraduate nursing students. The study focuses on fundamental nursing skills related to oral, local, and parenteral medication administration.

Students who met the eligibility criteria and agreed to participate were randomly assigned to an intervention group or a control group in a 1:1 ratio. All participants first received the standard theoretical instruction and laboratory-based skills training provided as part of the Fundamentals of Nursing course.

Students assigned to the intervention group were then given password-protected access to a mobile application for 14 days. The application included instructional videos and educational content related to oral and local medication administration, subcutaneous and intramuscular injections, blood glucose measurement, blood sampling, and intravenous catheter insertion. The application had separate student and instructor interfaces. During the intervention period, the course instructor monitored students' participation and application completion percentages through the instructor interface. Students in the control group did not have access to the educational modules during this period.

At the end of the two-week intervention, both groups completed a knowledge test and the Student Satisfaction and Self-Confidence in Learning Scale. On the same day, students underwent an Objective Structured Clinical Examination (OSCE) in the nursing skills laboratory. The OSCE was conducted by a second researcher who was blinded to group allocation. For students in the control group, only the OSCE assessment module was activated immediately before the examination; the educational modules remained inaccessible until the initial outcome assessments were completed.

After completion of the randomized comparison and OSCE assessments, access to the mobile application was provided to all participants. Following an additional two-week access period, students' general attitudes toward mobile learning and e-learning were assessed. This final assessment was intended to describe participants' overall attitudes toward digital learning rather than to estimate a randomized between-group intervention effect.

The primary outcomes are nursing knowledge and clinical skills performance. Secondary outcomes include student satisfaction, self-confidence in learning, attitudes toward e-learning, and mobile application usability. The findings are expected to provide evidence regarding the use of mobile learning technologies to support theoretical knowledge and clinical skills development in undergraduate nursing education.

Conditions

• Nursing Education
• Clinical Skills Training

Interventions

BEHAVIORAL

Standard Nursing Skills Education

All participants received the standard theoretical instruction and laboratory-based nursing skills training provided within the Fundamentals of Nursing course. The training covered oral and local medication administration, subcutaneous and intramuscular injections, blood glucose measurement, blood sampling, and intravenous catheter insertion. Participants in the control group received only this standard education during the initial 14-day randomized comparison period and did not have access to the educational modules of the mobile application.

BEHAVIORAL

Mobile Application-Supported Nursing Skills Education

Participants assigned to the intervention group received individual, password-protected access to a mobile application for 14 days in addition to standard theoretical instruction and laboratory skills training. The application included instructional content and skill demonstration videos on oral and local medication administration, subcutaneous and intramuscular injections, blood glucose measurement, blood sampling, and intravenous catheter insertion. Separate student and instructor interfaces were available. The course instructor monitored each participant's application access and completion percentage through the instructor interface. Participants were asked to complete at least 50% of the available content. The control group had no access to the educational modules during the initial 14-day randomized comparison period.

Sponsors & Collaborators

• Maltepe University

  lead OTHER

Study Design

Allocation

RANDOMIZED

Purpose

OTHER

Masking

SINGLE

Model

PARALLEL

Eligibility

Min Age

18 Years

Sex

ALL

Healthy Volunteers

Yes

Timeline & Regulatory

Start

2026-03-18

Primary Completion

2026-04-01

Completion

2026-04-14

Countries

• Turkey (Türkiye)

Study Locations