The effects of mobile-based education on nurse self-concept among nursing students: an embedded mixed methods study
DOI:
https://doi.org/10.17533/udea.iee.v41n1e15Keywords:
mobile applications, self concept, students, nursing, qualitative research, nursing education researchAbstract
Objective. This study evaluates the effects of mobile-based education (MBE) on nurse self-concept (NSC) among nursing students.
Methods. This embedded mixed methods study was conducted in 2020–2021 in a main quantitative phase and a supplementary qualitative phase. In the quantitative phase, a quasi-experimental study with the Solomon four-group design was conducted on 117 second-year nursing students of Shiraz University of Medical Sciences, Shiraz, Iran. 70 students in the first (C1: n=37) and the second (C2: n=33) semesters of the 2020 academic year were respectively considered as the control groups, and 40 students in the first semester of the 2021 academic year considered as the experimental groups (I1: n=20 and I2: n=20). Participants in the experimental groups received NSC-related MBE through an Android application, while their counterparts in the control groups received no NSC-related MBE. Cowin’s Nurse Self-Concept Questionnaire was used to assess the NSC. In the qualitative phase, six students from the experimental groups were purposively selected and interviewed through face-to-face semi-structured interviews. Moreover, two focus group discussions were held with a six-person and a five-person group of students from the experimental groups.
Results. While the mean scores of NSC and its dimensions did not significantly change in the C1 group, the posttest mean scores of them in the E1 group were significantly greater than the corresponding pretest values (p<0.05), expect for the care dimension (p=0.586). Moreover, except for the care dimension (p>0.05), the posttest means scores of NSC and its other dimensions in the E1 and the E2 groups were significantly greater than the C1 and the C2 groups, respectively (p<0.05). Analysis of the qualitative data resulted in the generation of the main theme of multidimensional growth and development with three main categories, namely development of coping strategies, knowing professionalization strategies, and development of managerial potentials.
Conclusion. NSC-related MBE is effective in improving nursing students’ NSC.
Downloads
References
1. Cowin L. Measuring nurses’ self-concept. West. J. Nurs. Res. 2001; 23(3):313-25.
2. Angel E, Craven R, Denson N. The Nurses Self-Concept Instrument (NSCI): Assessment of psychometric properties for Australian domestic and international student nurses. Int. J. Nurs. Stud. 2012; 49(7):880-6.
3. Larson J, Brady M, Engelmann L, Perkins BI, Shultz C. The formation of professional identity in nursing. Nurs. Educ. Perspect. 2013; 34(2):138.
4. Cowin LS, Johnson M, Craven RG, Marsh HW. Causal modeling of self-concept, job satisfaction, and retention of nurses. Int. J. Nurs. Stud. 2008; 45(10):1449-59.
5. Wang M, Guan H, Li Y, Xing C, Rui B. Academic burnout and professional self-concept of nursing students: A cross-sectional study. Nurse Educ. Today. 2019; 77:27-31.
6. Cao X, Chen L, Tian L, Diao Y, Hu X. Effect of professional self‐concept on burnout among community health nurses in Chengdu, China: the mediator role of organizational commitment. J. Clin. Nurs. 2015; 24(19-20):2907-15.
7. Costello C. Changing clothes: Gender inequality and professional socialization. National Women’s Studies Association J. 2004; 16: 138-55.
8. Arthur D, Randle J. The professional self-concept of nurses: A review of the literature from 1992–2006. Aust. J. Adv. Nurs. 2007; 24: 60–64.
9. Sabanciogullari S, Dogan S. Professional Self-Concept in Nurses and Related Factors: A Sample from Turkey. Int. J. Caring Sci. 2017; 10(3):1676-84.
10. Hoeve Yt, Jansen G, Roodbol P. The nursing profession: public image, self‐concept and professional identity. A discussion paper. J. Adv. Nurs. 2014; 70(2):295-309.
11. Jahanbin I, Badiyepeyma Z, Sharif F, Ghodsbin F, Keshavarzi S. The impact of teaching professional self-concept on clinical performance perception in nursing students. Life Sci. J. 2012; 4(9):653-9.
12. Hensel D, Stoelting-Gettelfinger W. Changes in stress and nurse self-concept among baccalaureate nursing students. J. Nurs. Educ. 2011; 50(5):290.
13. George TP, DeCristofaro C, Murphy PF, Sims A. Student perceptions and acceptance of mobile technology in an undergraduate nursing program. Healthcare. 2017; 5(3):35.
14. Mosayebi M, Rassouli M, Nasiri M. Correlation of Occupational Stress with Professional Self-concept in Pediatric Nurses. J. Health Promot. Manag. 2018; 6(6):23-9.
15. Boath E, Jinks A, Thomas N, Thompson R, Evans J, O'Connell P, et al. Don't go with the ‘FLO’–a student mobile texting service to enhance nursing student retention. Nurse Educ. Today. 2016; 45:80-6.
16. Jahromi ZB, Jahanbin I, Sharif F, Ghodsbin F, Keshavarzi S. Investigation of the professional self-concept of nursing students in Shiraz, Iran. Central Eur. J. Nur. Midwifery. 2014; 5(3):112-6.
17. McGahee TW, Tingen MS. The use of the Solomon four-group design in nursing research. Southern Online J. Nurs. Res. 2009; 9(1):77-84.
18. Çöplü M, Tekinsoy Kartın P. Professional self-concept and professional values of senior students of the nursing department. Nursing Ethics. 2019; 26(5):1387-97.
19. Zencir G, Zencir M, Khorshid L. Adaptation of the Turkish version of Nurses' Self Concept Questionnaire. Int. J. Nurs. Sci. 2019; 6(1):43-9.
20. Cao X, Liu X, Tian L, Guo Y. The reliability and validity of the Chinese version of nurses' self-concept questionnaire. J. Nurs. Manag. 2013; 21(4):657-67.
21. Badiyepeymaye Jahromi Z, Keshavarzi S, Jahanbin I. Determination of the reliability and validity of the Persian version of nurses’ self-concept questionnaire (NSCQ). J. Nurs. Educ. 2013; 2(4):63-71.
22. Badiyepeyma Z, Keshavarzi S, Jahanbin I. Determination of the reliability and validity of the Persian version of nurses’ self-concept questionnaire (NSCQ). Journal of Nursing Education (JNE). 2013;2(4):63-71.
23. Badiyepeymaiejahromi Z, Yektatalab S, Momennasab M, Mehrabi M. Factors affecting nursing students’ professional self-concept in Iran: a qualitative study. Prof. Inferm. 2020; 73(1):116-125.
24. Graneheim UH, Lundman B. Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Educ. Today. 2004; 24(2):105-12.
25. Lincoln YS, Guba EG. Naturalistic inquiry. Newberry Park. CA: Sage; 1985.
26. Jeong Y. Enhancing the Professional Self-Concept of Nursing Students: A Qualitative Content Analysis. Int. J. Learn, Teach. Educ. Res. 2019; 18(9):170-89.
27. Ford Y. Development of nurse self-concept in nursing students: the effects of a peer-mentoring experience. J. Nurs. Educ. 2015; 54(9):S107-S111.
28. Heydari A, Shokouhi Targhi E. The effect of an educational-orientation program upon professional self-concept of undergraduate nursing students. Iran. Med. Educ. 2014; 14(6):438-94.
29. Runyan JD, Steenbergh TA, Bainbridge C, Daugherty DA, Oke L, Fry BN. A smartphone ecological momentary assessment/intervention “app” for collecting real-time data and promoting self-awareness. PloS One. 2013; 8(8):e71325.
30. Kim JH, Park H. Effects of smartphone-based mobile learning in nursing education: A systematic review and meta-analysis. Asian Nurs. Res. 2019; 13(1):20-9.
31. Mahmoodi F, Habibi Ramiani E, Babazadeh R. Effective Factors on The Acceptance of Mobile Learning Among Students of Tabriz University and Tabriz University of Medical Sciences. Educ. Strategies Med. Sci. 2017; 10(6):438-46.
32. Salari M, Yaghmayee F, Mehdizade S, Vafadar Z, Afzali M. Factors related to accept of" e-learning" in nursing students. Educ. Strategies Med. Sci. 2009;2(3):103-8.
33. Naderi F, Ayati M, Boorang MA, Bidaki MZ. Impact of mobile-based education on time and place management study, Resource management (effort and planning) and reviewing learners' attitude about this learning style. J. Birjand Univ. Med. Sci. 2018; 25:27-36.
34. Molina-Azorin JF. Mixed methods research in strategic management: Impact and applications. Organ. Res. Methods. 2012; 15(1):33-56.
Published
Versions
- 2023-09-20 (3)
- 2023-08-23 (2)
- 2023-03-14 (1)
How to Cite
Issue
Section
License
Copyright (c) 2023 Investigación y Educación en Enfermería
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Derechos de propiedad / Direitos de Propriedade
English: If the article is accepted for publication, all copyright will be of exclusive property of Investigación y Educación en Enfermería. The text and the graphics included in the publication are exclusive responsibility of the authors and not necessarily reflect the thought of the Editorial Committee.
Español: Si el artículo es aprobado para publicación, todos los derechos son de propiedad de Investigación y Educación en Enfermería. El texto y las gráficas incluidas en la publicación son de exclusiva responsabilidad de los autores y no necesariamente refleja el pensamiento del Comité Editorial.
Português: Se o artigo for aceito para publicação, todos os direitos autorais serão de propriedade exclusiva de Investigación y Educación en Enfermería. O texto e os gráficos incluídos na publicação são de responsabilidade exclusiva dos autores e não refletem necessariamente o pensamento do Comitê Editorial.
