Navigating the Mobile Learning Landscape in Moroccan Nursing Education: A Descriptive Study with a Focus on Clinical Learning

Abstract

Background Nursing education is increasingly relying on technological innovations, including mobile learning (m-learning). However, there is limited research available on the utilization and impact of m-learning among undergraduate nursing students in Morocco. Gaining an understanding of their perspectives can contribute to the development of effective educational strategies on a global scale. Objective This study aimed to explore the utilization of m-learning among undergraduate nursing students in Morocco, specifically in the context of clinical education. This exploration included investigating usage patterns, perceptions, challenges, and opportunities. Methods A descriptive study based with quantitative design was conducted at the Higher Institute of Nursing Professions and Health Techniques of Casablanca. Data were collected through an online questionnaire distributed between October 2023 and January 2024. A total of 405 participants took part in the study, with the majority being female (77.8%). Results The results revealed that a significant number of participants owned mobile devices, with smartphones being the most commonly used device (89.4%). Furthermore, almost all participants (99.3%) reported using mobile devices for educational purposes, primarily for theoretical learning (50.4%) and accessing educational videos (94.0%). While the majority of participants (91.1%) viewed m-learning as highly useful, they also encountered challenges such as technical issues and distractions. Conclusion Moroccan nursing students perceive m-learning as valuable for enhancing clinical education despite facing challenges. By addressing these challenges and aligning m-learning with students' needs and clinical practice, its potential to improve nursing education can be optimized.