Nursing EducationMU-NS-MOBİLEAPNCT07739472
Mobile Application-Supported Education in Nursing Students
A study testing Mobile Application-Supported Nursing Skills Education and Standard Nursing Skills Education in people with Nursing Education and Clinical Skills Training, run by Maltepe University at 1 site in Turkey (Türkiye).
Trial 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. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Nursing Education, Clinical Skills Training
- What is being tested?
- Mobile Application-Supported Nursing Skills Education and Standard Nursing Skills Education
- Type of treatment
- Pill or oral medicine, Injection or infusion, Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 80 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 18 Mar 2026to 14 Apr 2026
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Aged 18 years or older
- First-year undergraduate nursing student enrolled in the Fundamentals of Nursing course - Willing to participate in the study and provide written informed consent
- Possession of a smartphone compatible with the mobile application
Who cannot join
- Previous formal training in oral, local, or parenteral medication administration skills
- Previous clinical or laboratory experience in oral, local, or parenteral medication administration skills
- Failure to meet any of the inclusion criteria
Trial locations and contacts
1 site in 1 country.
Turkey (Türkiye)1 site
Maltepe University, Faculity of Nursing
Istanbul, 38457
About this study
Official title: Effectiveness of a Mobile Application-Supported Educational Intervention on Learning Outcomes in Nursing Students: A Randomized Controlled Trial
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.
Read more
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.
Read the detailed description
Mobile technologies may support nursing education by enabling students to review clinical skills repeatedly and independently of time and place. This study was designed to examine whether adding a structured mobile learning resource to standard Fundamentals of Nursing instruction improves students' short-term learning outcomes.
Before randomization, all participants received the same classroom-based theoretical instruction and laboratory skills training. Eligible students were then randomly allocated in a 1:1 ratio to the mobile application-supported education group or the standard education group. Allocation was performed using a computer-generated block randomization sequence. The researcher responsible for the OSCE assessment was not involved in the randomization or intervention process and remained blinded to group allocation.
Students assigned to the intervention group received individual, password-protected access to the mobile application for 14 days. The application contained instructional materials and skill demonstration videos related to 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. Through the instructor interface, the course instructor monitored each participant's access and application completion percentage during the intervention period. Participants were asked to complete at least 50% of the available content.
During the initial randomized comparison period, the control group continued with standard course instruction and did not have access to the educational modules in the mobile application. At the end of the 14-day period, both groups completed the knowledge assessment and the Student Satisfaction and Self-Confidence in Learning Scale before the skills examination.
Clinical skills were evaluated through an Objective Structured Clinical Examination conducted in the nursing skills laboratory. Immediately before each participant in the control group entered the examination, only the OSCE assessment module of the application was activated to allow electronic recording of the skills evaluation. The educational modules remained inaccessible to the control group during the assessment. The OSCE was conducted by the second researcher, who was blinded to group allocation, while the course instructor, who was aware of the group assignments, did not participate in performance scoring.
After the initial knowledge, satisfaction, self-confidence, and OSCE assessments had been completed, the educational content of the mobile application was made available to the control group. Following a two-week access period for the control group, all participants completed the Attitude Toward E-Learning Scale. This assessment was used to describe students' overall attitudes toward mobile and electronic learning after experiencing the application and was not intended to estimate a randomized between-group intervention effect.
Mobile application usability and participant engagement were also evaluated. Student-level completion data obtained from the application were used to document adherence to the mobile learning intervention. The study was conducted as an assessor-blinded randomized controlled educational trial in which the control group was provided with two weeks of access to the mobile application after the initial assessments were completed.
- Conditions
- Nursing Education, Clinical Skills Training
- Being tested
- Mobile Application-Supported Nursing Skills Education, Standard Nursing Skills Education
- Keywords
- Mobile Application-Supported Education, Nursing Education, Nursing Students, Clinical Skills Training, Mobile Learning
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Mobile Application-Supported Nursing Skills EducationBehavioural
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.
Standard Nursing Skills EducationBehavioural
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.
| Study group | Role | What they receive |
|---|---|---|
| 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. Receives: 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. Receives: Behavioral: Standard Nursing Skills Education |
What is being measured
The primary outcome is the main question the study is designed to answer.
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.
Measured: 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.
Measured: At the end of the 14-day intervention period
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted31 Jul 2026
- Study start18 Mar 2026
- Primary completion1 Apr 2026
- Study completion14 Apr 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Nursing EducationStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- 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
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 80 participants (actual)
Sponsor and investigators
- Lead sponsor
- Maltepe University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Ebru Caliskan, Maltepe University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07739472
- Sponsor's protocol ID
- 2026/05-09
- Acronym
- MU-NS-MOBİLEAP
- Status last verified
- Jul 2026
- First submitted
- 28 Jul 2026
- Last updated
- 6 Aug 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: Individual participant data will not be shared because the informed consent process did not include permission for sharing individual-level data with external researchers. Study data will be anonymized, securely stored, and accessed only by the research team.
Study at a glance
From the registry record, last updated by the sponsor on 6 Aug 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effectiveness of a Mobile Application-Supported Educational Intervention on Learning Outcomes in Nursing Students: A Randomized Controlled Trial
- ClinicalTrials.gov ID
- NCT07739472
- Acronym / sponsor ID
- MU-NS-MOBİLEAP / 2026/05-09
- Conditions
- Nursing Education, Clinical Skills Training
- Keywords
- Mobile Application-Supported Education, Nursing Education, Nursing Students, Clinical Skills Training, Mobile Learning
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 80 participants (actual)
- Lead sponsor
- Maltepe UniversityUniversity, hospital or other
- Study start
- 18 Mar 2026 (actual)
- Primary completion
- 1 Apr 2026 (actual)
- Study completion
- 14 Apr 2026 (actual)
- First posted
- 31 Jul 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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.
Detailed description
Mobile technologies may support nursing education by enabling students to review clinical skills repeatedly and independently of time and place. This study was designed to examine whether adding a structured mobile learning resource to standard Fundamentals of Nursing instruction improves students' short-term learning outcomes.
Before randomization, all participants received the same classroom-based theoretical instruction and laboratory skills training. Eligible students were then randomly allocated in a 1:1 ratio to the mobile application-supported education group or the standard education group. Allocation was performed using a computer-generated block randomization sequence. The researcher responsible for the OSCE assessment was not involved in the randomization or intervention process and remained blinded to group allocation.
Students assigned to the intervention group received individual, password-protected access to the mobile application for 14 days. The application contained instructional materials and skill demonstration videos related to 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. Through the instructor interface, the course instructor monitored each participant's access and application completion percentage during the intervention period. Participants were asked to complete at least 50% of the available content.
During the initial randomized comparison period, the control group continued with standard course instruction and did not have access to the educational modules in the mobile application. At the end of the 14-day period, both groups completed the knowledge assessment and the Student Satisfaction and Self-Confidence in Learning Scale before the skills examination.
Clinical skills were evaluated through an Objective Structured Clinical Examination conducted in the nursing skills laboratory. Immediately before each participant in the control group entered the examination, only the OSCE assessment module of the application was activated to allow electronic recording of the skills evaluation. The educational modules remained inaccessible to the control group during the assessment. The OSCE was conducted by the second researcher, who was blinded to group allocation, while the course instructor, who was aware of the group assignments, did not participate in performance scoring.
After the initial knowledge, satisfaction, self-confidence, and OSCE assessments had been completed, the educational content of the mobile application was made available to the control group. Following a two-week access period for the control group, all participants completed the Attitude Toward E-Learning Scale. This assessment was used to describe students' overall attitudes toward mobile and electronic learning after experiencing the application and was not intended to estimate a randomized between-group intervention effect.
Mobile application usability and participant engagement were also evaluated. Student-level completion data obtained from the application were used to document adherence to the mobile learning intervention. The study was conducted as an assessor-blinded randomized controlled educational trial in which the control group was provided with two weeks of access to the mobile application after the initial assessments were completed.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 2
- Model description
- 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
| Arm | Type | Receives |
|---|---|---|
| Mobile Application-Supported Education | Experimental | Behavioral: Mobile Application-Supported Nursing Skills Education, Behavioral: Standard Nursing Skills EducationParticipants 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. |
| Standard Education Control | Active comparator | Behavioral: Standard Nursing Skills EducationParticipants 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. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (3 listed)
- Aged 18 years or older
- First-year undergraduate nursing student enrolled in the Fundamentals of Nursing course - Willing to participate in the study and provide written informed consent
- Possession of a smartphone compatible with the mobile application
Key exclusion criteria (3 listed)
- Previous formal training in oral, local, or parenteral medication administration skills
- Previous clinical or laboratory experience in oral, local, or parenteral medication administration skills
- Failure to meet any of the inclusion criteria
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Mobile Application-Supported Nursing Skills EducationParticipants 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. | Behavioural | Mobile Application-Supported Education |
| Standard Nursing Skills EducationAll 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. | Behavioural | Mobile Application-Supported Education, Standard Education Control |
Primary outcome
Nursing Skills Knowledge Score
Time frame: At the end of the 14-day intervention period
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.
Clinical Skills Performance Score
Time frame: At the end of the 14-day intervention period
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.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 6 Aug 2026.
- Individual participant dataSharing planned: No. Individual participant data will not be shared because the informed consent process did not include permission for sharing individual-level data with external researchers. Study data will be anonymized, securely stored, and accessed only by the research team.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Mobile Application-Supported Nursing Skills Education and Standard Nursing Skills Education in people with Nursing Education and Clinical Skills Training, run by Maltepe University at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 3 inclusion and 3 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 6 Aug 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Nursing Skills Knowledge Score (time frame: At the end of the 14-day intervention period). The study lists 2 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 6 Aug 2026.