The effect of mobile assisted teaching on nursing students' learning ventrogluteal injection application: The case of Turkey

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dc.authoridGULNAR, EMEL/0000-0002-4766-8927
dc.contributor.authorBayram, Sule Biyik
dc.contributor.authorOzener, Gamze
dc.contributor.authorCakici, Nilay
dc.contributor.authorEren, Handan
dc.contributor.authorAydogan, Sinan
dc.contributor.authorOzturk, Deniz
dc.contributor.authorGulnar, Emel
dc.date.accessioned2025-01-21T16:45:19Z
dc.date.available2025-01-21T16:45:19Z
dc.date.issued2024
dc.departmentKırıkkale Üniversitesi
dc.description.abstractBackground: There are deficiencies in ensuring the permanence of some theoretical information taught in nursing education and transferring it to practice environment. Mobile-assisted teaching can be useful to eliminate deficiencies. The aim of this study was to determine the effect of mobile-assisted teaching on nursing students' learning ventrogluteal injection.Methodology: The study was conducted in Turkey between February and June 2022. This study is a single group pre-posttest intervention. The study sample consisted of 354 students studying in the 2nd, 3rd and 4th grades in Turkey. After the students completed the Introductory Characteristics Form and Ventrogluteal Region Information Suggestion Form in the pre-test, the researchers sent a ventrogluteal injection animation video to their mobile phones. The students who watched the video completed the Ventrogluteal Region Information Suggestion Form and Mobile Education Activity Form in the final test.Results and Conclusion: There was a statistically significant difference between the pre-posttest score medians of the students (p < 0.001). While the preference of the students for the ventrogluteal region in intramuscular injection was 28.5% before mobile learning, it increased to 51.1% after the training. In this study, after the training given through mobile learning, the knowledge level of the students about ventrogluteal injection and their preferences for ventrogluteal injection increased. In line with these results, mobile-assisted education should be used in nursing education.
dc.description.sponsorshipWe would like to thank all the participants for their interest and contributions to the study.
dc.description.sponsorshipWe would like to thank all the participants for their interest and contributions to the study.
dc.identifier.doi10.1111/jcal.12902
dc.identifier.endpage609
dc.identifier.issn0266-4909
dc.identifier.issn1365-2729
dc.identifier.issue2
dc.identifier.scopus2-s2.0-85176230381
dc.identifier.scopusqualityQ1
dc.identifier.startpage600
dc.identifier.urihttps://doi.org/10.1111/jcal.12902
dc.identifier.urihttps://hdl.handle.net/20.500.12587/25606
dc.identifier.volume40
dc.identifier.wosWOS:001101702700001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherWiley
dc.relation.ispartofJournal of Computer Assisted Learning
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241229
dc.subjectintramuscular injection; mobile assisted teaching; nursing education; nursing students; ventrogluteal
dc.titleThe effect of mobile assisted teaching on nursing students' learning ventrogluteal injection application: The case of Turkey
dc.typeArticle

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