https://orcid.org/0000-0003-1405-4600
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Abstract
Background
Combining electronic learning with mobile informatics, mobile learning allows learning anytime and anywhere. Nursing education includes both theoretical and hands-on components. The use of mobile learning technologies in nursing education enables students to actively participate in the learning process, improve their cognitive and psychomotor skills, access information at any time, and meet lifelong learning needs.
Aims
This study aimed to investigate the readiness of nursing students for mobile learning and related sociodemographic characteristics.
Methods
This descriptive study included 678 nursing students studying at three different state universities. The data were collected using an identification form and the Mobile Learning Readiness Scale (MLRS).
Results
The study indicated that the students had a moderately high level of readiness for mobile learning. No significant relationship was found between gender and the MLRS scores (p>0.05). However, a significant relationship was found between age and the optimism sub-dimension of MLRS. Significant relationships were found between students’ mobile learning readiness and their grade level and income (p<0.01 for both). Also, significant relationships were found between students’ readiness and university they attended, except for the optimism sub-dimension (p>0.05).
Conclusion
In conclusion, nursing students were found to have the level of awareness and readiness required for using mobile learning technologies in educational processes.
Impact Statement
Determining the level of readiness of student nurses for mobile learning technologies will help nurse educators in their educational processes.