Strategies to improve academic motivation among nursing students

Introduction: Academic motivation of nursing students is a broad concept that has an impact on academic success, education and personal satisfaction. Motivation to study often decreases with years of study, thus it is important to find out effective strategies for motivating nursing students. Methods: A scoping review was conducted in 2020 to determine the scope and body of literature on strategies for motivating nursing students. A literature search was performed in four international databases (PubMed, Medline, Science-Direct and Google Scholar) using inclusion and exclusion criteria. The literature search and analysis are shown using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) recommendations. Results: Out of 560 identified studies, a total of 14 studies were included in the final analysis. Most of the identified studies were quasi-experimental studies (n=8; 57.14 %) exploring the effectiveness of existing strategy. Strategies that showed positive effects in raising nursing student’s academic motivation are gamification, mobile applications, forums, problem-based learning, and other specific strategies. Discussion: It is evident that new strategies have positive impact on nursing student’s academic motivation. Nevertheless, there is a need for further research and testing before the process of implementing those strategies in specific learning environment. Conclusion: There is a constant need for education of future nurses. To ensure appropriate nurses’ knowledge and skills, academic motivation is needed

Supporting Students in the Transition to Higher Education: Evidence from a Mobile App in Accounting Education

High drop-out rates among students endanger the goal of improving the quality of higher education. In the student lifecycle, the transition-in phase is particularly critical, as most premature drop-outs happen in this phase. Thus, universities and society need to find solutions to help students manage the challenges of the transition-in phase. We examine whether a mobile learning app designed and developed for the particular needs of business and economics students can support these students in this crucial phase. Using two well-established models – the five senses of student success and student approaches to learning , we document that the mobile solution proposed here is well suited to support success factors that are essential for the transition-in phase. Hence, we could show that app usage can positively affect students\u27 sense of capability, resourcefulness, and the strategic approach while mitigating the surface approach

DEVELOPMENT AND VALIDATION OF TECHNOLOGY FOR TEACHING BASIC LIFE SUPPORT IN CARDIO-RESPIRATORY ARREST

Objective: to develop and validate a multimedia application on a mobile platform for teaching basic support in cardiac arrest to undergraduate health care students.Method: methodological study conducted in two stages: development of the application and content validation by experts. The application was developed based on Contextualized Instructional Design, following the stages of analysis, design, development, and implementation. For the content validation, 11 experts evaluated the application regarding relevance, clarity, coherence, information, presentation, navigability, accessibility, and design.Results: The SBVida application was developed for mobile devices on the Android platform. An overall Content Validity Index of 0.87 was achieved.Conclusion: The SBVida application was developed and validated and can contribute to the preparation and further training of students and professionals from Nursing and other health fields

Relationships Among Radiologic Science Educators\u27 Years of Teaching Experience, Technological Self-Efficacy, and Digital Technology Use in the Classroom

The purpose of this quantitative, correlational study was to examine the relationships among radiologic science educators’ years of teaching experience, technological self-efficacy, and digital technology use in the classroom. The underuse of technology in higher education is an issue. Students use technology every day and radiologic science students, in particular, are expected to use it proficiently in training and practice. It is important that these students are exposed in the classroom, as technologies beneficial to learning are available. It is also important to determine the role of years of teaching experience in educators’ beliefs about their abilities to use technology and their actual use of it in the classroom. To investigate this issue, a sample of 300 radiologic science educators was surveyed. Seventy-nine educators responded to a sociodemographic questionnaire, the General Self-Efficacy Scale, and questions from the Roney Technology Use Scale. Data were collected and analyzed for correlations. There was no significant relationship between years of teaching experience and technological self-efficacy (r(77) = .16, p = .15) or between years of teaching experience and digital technology use in the classroom (r(77) = .20, p = .08). The relationships were, however, slightly positive, suggesting that educators with teaching experience have moderate beliefs in their abilities to use technology and moderate levels of technology use in the classroom. Suggestions for future research include study of the role of age as it relates to teaching experience, didactic versus clinical instructors, and barriers that affect radiologic science educators’ technology use

Using design-based research to develop a Mobile Learning Framework for Assessment Feedback

Students’ lack of engagement with their assessment feedback and the lack of dialogue and communication for feedback are some of the issues that affect educational institutions. Despite the affordance that mobile technologies could bring in terms of assessment feedback, research in this area is scarce. The main obstacle for research on mobile learning assessment feedback is the lack of a cohesive and unified mobile learning framework. This paper thus presents a Mobile Learning Framework for Assessment Feedback (MLFAF), developed using a design-based research approach. The framework emerged from the observation of, and reflection upon, the different stages of a research project that investigated the use of a mobile web application for summative and formative assessment feedback. MLFAF can be used as a foundation to study the requirements when developing and implementing wide-scale mobile learning initiatives that underpin longitudinal practices, as opposed to short-term practices. The paper also provides design considerations and implementation guidelines for the use of mobile technology in assessment feedback to increase student engagement and foster dialogic feedback communication channels

Integrating Taxonomies into Theory-Based Digital Health Interventions for Behavior Change: A Holistic Framework

Digital health interventions have been emerging in the last decade. Due to their interdisciplinary nature, digital health interventions are guided and influenced by theories (e.g., behavioral theories, behavior change technologies, persuasive technology) from different research communities. However, digital health interventions are always coded using various taxonomies and reported in insufficient perspectives. The inconsistency and incomprehensiveness will bring difficulty for conducting systematic reviews and sharing contributions among communities. Based on existing related work, therefore, we propose a holistic framework that embeds behavioral theories, behavior change technique (BCT) taxonomy, and persuasive system design (PSD) principles. Including four development steps, two toolboxes, and one workflow, our framework aims to guide digital health intervention developers to design, evaluate, and report their work in a formative and comprehensive way

A Systematic Review of Technological Advancements to Enhance Learning

Assessing student learning styles and incorporating thought-provoking activities has been a focus of research for years. Virtual technology and social media are transforming traditional classrooms into training spaces that can be tailored for individual learning patterns and personalized for different skill levels. These technological tools are not only revolutionizing the conventional lecture-based classroom but also beginning to incorporate options such as flipped and blended classrooms. Students in these nontraditional settings are given additional hands-on experience that allows them to become immersed in a variety of subjects. Flipped classrooms in particular use class time effectively by challenging students to prepare prior to class. In return the allotted time provides a place for students to work through problems and encourage cooperative learning. Furthermore, social media is being used to increase subject interest and boost class attendance by improving instructor and student interactions. These techniques challenge students enough to maintain focus while remaining within their capabilities to preserve student curiosity. Learning enhancement using these new teaching styles was assessed through surveys provided at the beginning and end of each experiment. The studies sampled students from a variety of backgrounds and skill sets including military, medical, and college students. Alternative and cost effective approaches are revolutionizing learning to help improve each student\u27s motivation, concentration, and confidence

INTEGRATING “ENGLISH PRONUNCIATION” APP INTO PRONUNCIATION TEACHING: HOW IT AFFECTS STUDENTS’ PARTICIPATION AND LEARNING

This study aimed to find out whether the integration of the English Pronunciation app in pronunciation class at Mandalika University of Education (UNDIKMA) can increase students’ participation and self-learning. This study made use of quasi-qualitative design. Forty-eight first-year English department students from two groups of learning involved in this research, aged between 19 to 21. Each group, group A and group B, comprised of 24 students. Both groups received instruction using the English pronunciation app. Data was collected using class observation and interviews. In conducting observation, the observer chose to take the role of participant-observer in that the researcher immersed with the students during the observation activities. One volunteer assistant was employed to work with the researcher. It was intended to increase the accuracy of the data collected. In regard to the interview process, the researcher used individual and group interviews where one interviewer/researcher interviews a group of students. The result of the study indicates that the integration of the English Pronunciation app in teaching pronunciation increased the students’ participation (engagement, attitude, and conduct). In addition, the app brought a positive effect to the establishment of independent learning to a significant number of students