Document Type : Original Article
Authors
Nursing and Midwifery Care Research Center, Nursing and Midwifery School, Isfahan University of Medical Science, Isfahan, Iran Department of Medical Education, Virtual University of Medical Science, Tehran, Iran
Abstract
BACKGROUND: One of the most important clinical teaching keys is the use of new evaluation that
plays an essential role in strengthening the quality level of clinical skills students. Hence, the aim
of this study was to determine the effect of smartphone clinical skills recording in the labor ward on
satisfaction of midwifery students.
MATERIALS AND METHODS: This is a quasi‑experimental study that was conducted on 60 midwifery
students in the 8th semester was selected through the convenience sampling method. Clinical
skills of labor ward recorded by two methods groups (smartphone and traditional). The satisfaction
questionnaire was completed before and after by the two groups. Data were analyzed using the
descriptive and inferential statistics through the SPSS version 22 software.
RESULTS: Independent t‑test showed that the satisfaction scores before intervention in both
smartphone and traditional groups were not statistically significant (P = 0.126), whereas there was
a significant difference between two groups after intervention (P = 0.002).
CONCLUSION: The use of smartphone techniques in the labor ward can be effect in clinical skills
recording among midwifery students.
Keywords
midwifery graduate student self evaluation. Educ Strategy Med
Sci 2017;10:133‑40.
2. Behbahani S, Ebadi E, Choopani F. Design and Implementation
of an Online Test System to Evaluate the Students more Precisely
and Improve the Quality of Education. Journal of Educational
Studies. 2020 Apr 10;16:1-5.
3. Zand S, Jafarimanesh H, Rezaee N, Paknia B. Designing systems
for continuous evaluation of clinical practice (SCECP) in Nursing
students through cell phone. Journal of Medical Education
Development. 2015 Sep 10;8(19):1-4.
4. Chang E, Park S. Effects of self‑evaluation using smartphone
recording on nursing students’ competency in nursing
skills, satisfaction, and learning motivations: Focusing on Foley
catheterization. J Korean Acad Fundam Nurs 2017;24:118‑27.
5. Barteit S, Guzek D, Jahn A, Bärnighausen T, Jorge MM,
Neuhann F. Evaluation of e‑learning for medical education in
low‑ and middle‑income countries: A systematic review. Comput
Educ 2020;145:103726.
6. M. Assessment methods in undergraduate medical schools. Niger
J Basic Clin Sci 2012;9:53‑60.
7. Mohamadirizi S, Mardanian F, Torabi F. The effect of direct
observation of procedural skills method on learning clinical skills
of midwifery students of medical sciences. J Educ Health Promot 2020;9:91.
8. Meraji M, Nourouziaval R, Marouzi P, Morshedlo Z,
Mahmoodian S. Evaluating Students; attitudes and usage e of
mobile in educational activities at paramedical sciences school.
Med Educ Dev 2020;14:307‑15.
9. Ghafari S, Yazdannik A, Mohamadirizi S. Education promotion
based on “mobile technology” in the Critical Care Nursing
Department: Four‑phase intervention. J Educ Health Promot
2020;9:325.
10. Mohamadirizi S, Yazdannik A, Mohamadi M, Omid A. The
effectiveness of two evaluation techniques in the clinical education
field: A step for promotion of bachelor nursing student’s
satisfaction. J Edu Health Promot 2021;10:108.
11. Alizadeh I, Gorouhi M, Afshar A, Hayati R, Mirr I. Satisfaction of
mobile users with mobile application” identification, prevention,
and control of bed bugs”: Designing and developing mobile health
application. J Health Biomed Inform 2019;6:24‑31.
12. Abbasi Kasani H, Shams Mourkani G, Seraji F, Rezaeizadeh M.
Evaluation in e‑learning: What, why, how. DSME 2021;8:80‑91.
13. Khorsandi M, Aliabadi K, Shamsi M. Comparison attitude of
teachers and students about Online teaching faculty’s evaluation
method in Arak University of Medical Sciences. J Med Educ Dev
2013;6:24‑32.
)