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Abstract
The use of smartphone apps or mobile applications has been widely adopted in medical and nursing practices across hospital, health center, and community settings. However, from an academic perspective, par-ticularly in terms of clinical skill proficiency, their use remains limited. This study aimed to systematically synthesize the available literature on smartphone applications and their specific features that can enhance knowledge (theory) and skills (laboratory practice) in undergraduate nursing education. The research findings could serve as the basis for de-veloping the KesPro-P app for laboratory practice in reproductive health nursing at Universitas Andalas. A computerized search was conducted using the ScienceDirect, PubMed, and EBSCOhost databases to identify relevant primary studies published between 2013 and 2023. A total of 10 eligible studies were identified from 431 potentially relevant articles. Six applications were found to be suitable for laboratory practice as they include standard nursing practice procedures. Seven applications were shown to assess changes in students' knowledge, skills, satisfaction, and confidence levels in clinical skills. In almost all of these aspects, smartphone applications scored higher compared to conventional learn-ing methods. By focusing on specific content and incorporating case stud-ies that closely resemble real-world scenarios, the use of smartphone applications proves to be highly effective in helping nursing students de-velop practical and theoretical competencies.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Herien, Y., Mansur, A. R., Sari, I. M., & Farlina, M. (2024). Examining the Use of Smartphone Apps for Bridging Theory and Practice in Nursing Education: A Systematic Review. Basic and Applied Nursing Research Journal, 5(2), 109-120. https://doi.org/10.11594/banrj.05.02.05
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2. X. Yang et al., “Using Video Feedback Through Smartphone Instant Messaging in Fundamental Nursing Skills Teaching: Ob-servational Study.,” JMIR Mhealth Uhealth, vol. 7, no. 9, p. 15386, Sep. 2019, doi: 10.2196/15386.
3. A. K. Vicdan, “Assessment of the effect of mobile-assisted education regarding in-tramuscular injection by using the Insta-gram app,” NPT, Jan. 2020, doi: 10.18502/npt.v7i1.2302.
4. S. Pourteimour, M. Hemmati MalsakPak, M. Jasemi, S. Eghtedar, and N. Parizad, “The Effect of Smartphone-Based Applica-tion Learning on the Nursing Students’ Performance in Preventing Medication Er-rors in the Pediatric Units.,” Pediatr Qual Saf, vol. 4, no. 6, p. e226, Dec. 2019, doi: 10.1097/pq9.0000000000000226.
5. T. Vagg, J. Y. Balta, A. Bolger, and M. Lone, “Multimedia in Education: What do the Students Think?,” Health Professions Edu-cation, vol. 6, no. 3, pp. 325–333, Sep. 2020, doi: 10.1016/j.hpe.2020.04.011.
6. D. M. E. Hoque, “Three Domains of Learn-ing: Cognitive, Affective and Psychomo-tor,” vol. 2, no. 2.
7. F. D. da S. Negreiros, A. C. Flor, V. R. F. Cestari, R. S. Florêncio, and T. M. M. Moreira, “Effect of an app on students’ knowledge about diabetes during the COVID-19 pandemic.,” Rev Lat Am Enfer-magem, vol. 30, p. e3595, 2022, doi: 10.1590/1518-8345.5798.3595.
8. Ş. Bayram and N. Çalişkan, “Mobile Serious Game on Nursing Students’ Knowledge, Motivation, Satisfaction, and Views: Tra-cheostomy Care Example,” Journal of Inno-vative Healthcare Practices, vol. 4, no. 2, pp. 118–129, Aug. 2023, doi: 10.58770/joinihp.1318855.
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10. B. Buhari and R. M. Sari, “Development of Laboratory Skills Application Based on Android as a Media of Flipped Learning Model for Nursing Student,” MJN, vol. 14, no. 01, pp. 30–35, 2022, doi: 10.31674/mjn.2022.v14i01.005.
11. T. Calinici, “Nursing Apps for Education and Practice,” J Health Med Inform, vol. 08, no. 03, 2017, doi: 10.4172/2157-7420.1000262.
12. R. Janet, “Mobile technology in nursing ed-ucation: where do we go from here? A re-view of the literature,” Nurse Education Today, vol. 35, no. 5, pp. 663–672, May 2015.
13. F. G. F. Pereira, D. V. da Silva, L. M. O. de Sousa, and N. M. Frota, “Building a digital application for teaching vital signs.,” Rev Gaucha Enferm, vol. 37, no. 2, pp. S1983-14472016000200414, Jun. 2016, doi: 10.1590/1983-1447.2016.02.59015.
14. Eneremadu Queen Esather and Ndubuaku Rosita Amam, “The use of Information and Communication Technology (ICT) in teach-ing and learning of Language,” IJELS, vol. 2, no. 1, pp. 1–16, Jan. 2024, doi: 10.59890/ijels.v2i1.867.
15. A. Cruz-Barrientos, I. Carmona-Barrientos, J. M. De-la-Fuente-Rodriguez, V. Perez-Cabezas, G. Gonzalez-Medina, and A. M. Sainz-Otero, “Knowledge, Use and Attitude of Information and Communication Tech-nologies (ICTs) in Graduate Nursing Stu-dents: A Correlational Cross-Sectional Study,” Healthcare, vol. 11, no. 14, p. 1989, Jul. 2023, doi: 10.3390/healthcare11141989.
16. T. S. Y. Masadeh, “SMARTPHONE USE IN LEARNING AS PERCEIVED BY UNIVERSI-TY UNDERGRADUATES: BENEFITS AND BARRIERS,” Int. J. Res. Granthaalayah, vol. 9, no. 3, pp. 56–65, Mar. 2021, doi: 10.29121/granthaalayah.v9.i3.2021.3764.
17. M. J. Page et al., “The PRISMA 2020 state-ment: an updated guideline for reporting systematic reviews,” BMJ, p. n71, Mar. 2021, doi: 10.1136/bmj.n71.
18. E. Aromataris and Z. Munn, Eds., JBI man-ual for evidence synthesis. Adelaide, Aus-tralia: JBI, 2020.
19. L. Shahmoradi et al., “Training pain man-agement to nursing students: Designing, implementing, and evaluating a mobile-based application.,” J Educ Health Promot, vol. 10, p. 379, 2021, doi: 10.4103/jehp.jehp_1496_20.
20. N. P. Mota, C. M. de A. Vieira, M. N. R. Nas-cimento, A. M. Bezerra, G. da S. Quirino, and N. D. de C. Félix, “Mobile application for the teaching of the International Classi-fication for Nursing Practice.,” Rev Bras Enferm, vol. 72, no. 4, pp. 1020–1027, Aug. 2019, doi: 10.1590/0034-7167-2018-0751.
21. S.-J. Kim, H. Shin, J. Lee, S. Kang, and R. Bartlett, “A smartphone application to ed-ucate undergraduate nursing students about providing care for infant airway ob-struction,” Nurse Educ Today, vol. 48, pp. 145–152, Jan. 2017, doi: 10.1016/j.nedt.2016.10.006.
22. H. Bussenius, D. L. Batisky, J. L. Wold, S. Chalmers, and B. L. Williams, “Pedia BP Program: Addressing Pediatric Blood Pressure Readings Using a Smartphone Application,” The Journal for Nurse Practi-tioners, vol. 11, no. 7, pp. 726–729, Jul. 2015, doi: 10.1016/j.nurpra.2015.04.011.
23. C. S. Fernandes, M. J. Campos, M. Angelo, and M. M. Martins, “Game2FamilyNursing: Study of a digital game to promote knowledge about family nursing,” NPT, Aug. 2022, doi: 10.18502/npt.v9i3.10222.
24. M. Choi, H. S. Lee, and J. H. Park, “Usability of Academic Electronic Medical Record Application for Nursing Students’ Clinical Practicum.,” Healthc Inform Res, vol. 21, no. 3, pp. 191–195, Jul. 2015, doi: 10.4258/hir.2015.21.3.191.
25. C. Cronin, “Commentary: Adopting mobile health applications by nurses: a scoping review,” Journal of Research in Nursing, vol. 27, no. 5, pp. 492–493, Aug. 2022, doi: 10.1177/17449871221082361.
26. A. Sheikhtaheri and S. Taheri Moghadam, “Challenges and Facilitators of Using Smartphones in Educational Activities: Medical and Nursing Students’ Perspec-tive,” in Studies in Health Technology and Informatics, G. Schreier, B. Pfeifer, M. Baumgartner, and D. Hayn, Eds., IOS Press, 2022. doi: 10.3233/SHTI220375.
27. M. M. Saab, M. Landers, S. Egan, D. Mur-phy, and J. Hegarty, “Nurses and Nursing Students’ Attitudes and Beliefs Regarding the Use of Technology in Patient Care: A Mixed-Method Systematic Review,” CIN: Computers, Informatics, Nursing, vol. 39, no. 11, pp. 704–713, Nov. 2021, doi: 10.1097/CIN.0000000000000791.
28. G. Gause, I. O. Mokgaola, and M. A. Rakhu-du, “Technology usage for teaching and learning in nursing education: An integra-tive review,” Curationis, vol. 45, no. 1, Jun. 2022, doi: 10.4102/curationis.v45i1.2261.
29. T. N. Ghezeljeh, F. T. Balajelini, and H. Ha-ghani, “Effect of Smartphone-based Educa-tion on Students’ Skills in Managing Trau-matized Patients: Pre-Test and Post-Test Design with a Control Group,” 2021.
30. D. F. F. D. Silva and R. F. V. D. Oliveira, “The importance of digital inclusion in the educational system,” Revista Científica Multidisciplinar Núcleo do Conhecimento, pp. 69–78, Feb. 2022, doi: 10.32749/nucleodoconhecimento.com.br/education/importance-of-inclusion.
31. W. D. Nurbadriyah, A. Yusuf, R. S. Aditya, F. K. Solikhah, and D. M. A. Razeeni, “In-quiry Approach Learning Methods Affect-ing Critical Thinking Skills in Nursing Stu-dents in the Pandemic Era,” INJEC, vol. 7, no. 1, p. 131, Jun. 2022, doi: 10.24990/injec.v7i1.463.
32. İpek, Köse, Tosunöz., “Teaching Methods Used to Improve Nursing Students’ Critical Thinking Skills,” Fenerbahçe Üniversitesi Sağlık Bilimleri Dergisi, 2022.
33. F. G. Fernandes Pereira, J. Afio Caetano, N. Marques Frota, and M. Gomes da Silva, “Use of digital applications in the medica-ment calculation education for nursing.,” Invest Educ Enferm, vol. 34, no. 2, pp. 297–304, Jun. 2016, doi: 10.17533/udea.iee.v34n2a09.
34. D. Yulistyanti, T. Y. Akhirina, T. Afrizal, A. Paramita, and N. Farkhatin, “Testing Learning Media for English Learning Ap-plications Using BlackBox Testing Based on Equivalence Partitions,” scope, vol. 6, no. 2, p. 73, Apr. 2022, doi: 10.30998/scope.v6i2.12845.