Mobile Application-Supported Education in Nursing Students

NCT07739472 | Completed

• 1 other identifier: 2026/05-09
• Study Type: interventional
• Target: 80
• Locations: 1 country
• Sites: 1

Brief Summary

This randomized controlled study evaluates the effectiveness of a mobile application-supported educational intervention on learning outcomes among first-year undergraduate nursing students. The study focuses on fundamental nursing skills related to oral, local, and parenteral medication administration. Students who met the eligibility criteria and agreed to participate were randomly assigned to an intervention group or a control group in a 1:1 ratio. All participants first received the standard theoretical instruction and laboratory-based skills training provided as part of the Fundamentals of Nursing course. Students assigned to the intervention group were then given password-protected access to a mobile application for 14 days. The application included instructional videos and educational content related to oral and local medication administration, subcutaneous and intramuscular injections, blood glucose measurement, blood sampling, and intravenous catheter insertion. The application had separate student and instructor interfaces. During the intervention period, the course instructor monitored students' participation and application completion percentages through the instructor interface. Students in the control group did not have access to the educational modules during this period. At the end of the two-week intervention, both groups completed a knowledge test and the Student Satisfaction and Self-Confidence in Learning Scale. On the same day, students underwent an Objective Structured Clinical Examination (OSCE) in the nursing skills laboratory. The OSCE was conducted by a second researcher who was blinded to group allocation. For students in the control group, only the OSCE assessment module was activated immediately before the examination; the educational modules remained inaccessible until the initial outcome assessments were completed. After completion of the randomized comparison and OSCE assessments, access to the mobile application was provided to all participants. Following an additional two-week access period, students' general attitudes toward mobile learning and e-learning were assessed. This final assessment was intended to describe participants' overall attitudes toward digital learning rather than to estimate a randomized between-group intervention effect. The primary outcomes are nursing knowledge and clinical skills performance. Secondary outcomes include student satisfaction, self-confidence in learning, attitudes toward e-learning, and mobile application usability. The findings are expected to provide evidence regarding the use of mobile learning technologies to support theoretical knowledge and clinical skills development in undergraduate nursing education.

Conditions

Nursing Education; Clinical Skills Training

Keywords

Mobile Application-Supported Education; Nursing Education; Nursing Students; Clinical Skills Training; Mobile Learning

Outcome Measures

Primary Outcomes (2)

• Nursing Skills Knowledge Score

  Nursing skills knowledge was assessed using a researcher-developed knowledge test covering oral and local medication administration, subcutaneous and intramuscular injections, blood glucose measurement, blood sampling, and intravenous catheter insertion. Each correct response was scored as 1 and each incorrect response as 0. Higher total scores indicate a higher level of knowledge.

  At the end of the 14-day intervention period

• Clinical Skills Performance Score

  Clinical skills performance was assessed through an Objective Structured Clinical Examination using skill-specific evaluation checklists. Each participant performed selected nursing skills in the nursing skills laboratory. Performance was scored by a researcher who was blinded to group allocation. Higher scores indicate better clinical skills performance.

  At the end of the 14-day intervention period

Study Arms (2)

Mobile Application-Supported Education

EXPERIMENTAL

Participants in this arm received standard theoretical instruction and laboratory skills training, followed by individual, password-protected access to the mobile application for 14 days. The application included educational content and skill demonstration videos related to oral and local medication administration, subcutaneous and intramuscular injections, blood glucose measurement, blood sampling, and intravenous catheter insertion. Application participation and completion percentages were monitored through the instructor interface.

Behavioral: Mobile Application-Supported Nursing Skills Education; Behavioral: Standard Nursing Skills Education

Standard Education Control

ACTIVE COMPARATOR

Participants in this arm received the same standard theoretical instruction and laboratory skills training but did not have access to the educational modules of the mobile application during the initial 14-day randomized comparison period. After completion of the knowledge, satisfaction, self-confidence, and OSCE assessments, the control group received access to the mobile application for two weeks. For the OSCE, only the assessment module was activated immediately before the examination, while the educational modules remained inaccessible until the initial assessments were completed.

Behavioral: Standard Nursing Skills Education

Interventions

Mobile Application-Supported Nursing Skills Education BEHAVIORAL

Participants assigned to the intervention group received individual, password-protected access to a mobile application for 14 days in addition to standard theoretical instruction and laboratory skills training. The application included instructional content and skill demonstration videos on oral and local medication administration, subcutaneous and intramuscular injections, blood glucose measurement, blood sampling, and intravenous catheter insertion. Separate student and instructor interfaces were available. The course instructor monitored each participant's application access and completion percentage through the instructor interface. Participants were asked to complete at least 50% of the available content. The control group had no access to the educational modules during the initial 14-day randomized comparison period.

Mobile Application-Supported Education

Standard Nursing Skills Education BEHAVIORAL

All participants received the standard theoretical instruction and laboratory-based nursing skills training provided within the Fundamentals of Nursing course. The training covered oral and local medication administration, subcutaneous and intramuscular injections, blood glucose measurement, blood sampling, and intravenous catheter insertion. Participants in the control group received only this standard education during the initial 14-day randomized comparison period and did not have access to the educational modules of the mobile application.

Mobile Application-Supported Education; Standard Education Control

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

Sponsors & Collaborators

• Maltepe University: lead

Study Sites (1)

Maltepe University, Faculity of Nursing

Istanbul, 38457, Turkey (Türkiye)

Location

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Assistant Professor

Model Details: Participants were randomized in a 1:1 ratio to a mobile application-supported education group or a standard education control group. The intervention group received access to the educational modules for 14 days, while the control group had no access during the initial randomized comparison period. After completion of the knowledge, satisfaction, self-confidence, and OSCE assessments, the control group received access to the mobile application for two weeks

Study Record Dates

• First Submitted: July 28, 2026
• First Posted: July 31, 2026
• Study Start: March 18, 2026
• Primary Completion: April 1, 2026
• Study Completion: April 14, 2026
• Last Updated: July 31, 2026

Record last verified: 2026-07

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)