Comparison of the effects of smartphone-based applications and inquiry-based learning on self-efficacy in clinical performance of undergraduate nursing students in the neonatal intensive care unit

• Published in: Majallah-i Danishkadah-'i Pizishki 2024-04, Vol.17 (53), p.9-17
• Main Authors: Pourteimour, Sima, Yaghmaei, Safura, Ghorbani, Raheb
• Format: Article
• Language: English
• Subjects: inquiry-based learning; nursing process; nursing students; self-efficacy
• ISSN: 1683-1764; 2251-9521; 1683-1764; 2980-7670
• DOI: 10.61186/edcj.17.53.9

Background & Objective: The increased use of electronic resources in education has necessitated the transformation of traditional teaching methods into modern educational technologies. The present study aimed to compare the effects of inquiry-based learning(IBL) and smartphone-based application learning (SBAL) on clinical performance self-efficacy (CPSE) of undergraduate nursing students in the neonatal intensive care unit (NICU). Materials & Methods: This quasi-experimental study was conducted at the NICU of Urmia University of Medical Sciences in Urmia, Iran, between September 2020 and February 2021. A convenience sampling method was used to select 64 undergraduate nursing students who were assigned to three groups. The SBAL group (n=21) and the IBL group (n=22) received six training sessions (60 minutes each session) along with conventional clinical education, while the control group(n=21) received conventional clinical education. All groups completed the CPSE scale before and after their internship. Data were analyzed in SPSS software (version 24) using statistical tests, including Chi-square, paired t-test, ANOVA, Kruskal-Wallis, and Bonferroni multiple comparisons. A p-value of less than 0.05 was considered statistically significant. Results: The mean increase in the total CPSE score was significantly different among the three groups (P