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Education Sciences
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Technology-Enhanced Nursing and Health Education
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Technology-Enhanced Nursing and Health Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: 31 July 2025 | Viewed by 3409

Special Issue Editors

Dr. Samia Valeria Ozorio Dutra

E-Mail Website
Guest Editor
Nancy Atmospera-Walch School of Nursing, University of Hawaii at Manoa, Honolulu, HI 96822, USA
Interests: innovative, systematic and transparent cross-cultural adaptation process; optimization of education research resources worldwide; spread of effective evidence-based training tools; instrumental technology; international collaboration; gut microbiome
Dr. Donna-Marie Palakiko

E-Mail Website
Guest Editor
Nancy Atmospera-Walch School of Nursing, University of Hawaii at Manoa, Honolulu, HI 96822, USA
Interests: culturally-tailored and culturally grounded interventions; asthma care among Indigenous communities; use of mHealth tools
Prof. Dr. Gilson de Vasconcelos Torres

E-Mail Website
Guest Editor
Department of Nursing, Universidade Federal do Rio Grande do Norte, Natal 59150-630, RN, Brazil
Interests: human aging; quality of life; dermatology; usage of education hypermedia on classification of obstetric risk

Special Issue Information

Dear Colleagues,

We invite you to contribute to the Special Issue “Technology-enhanced nursing and health education”. Our lives have gradually incorporated technology to monitor health. However, we face the challenge of training the next generation of healthcare professionals by using those technologies to improve peoples’ health.

This Special Issue focuses on research, training, and interventions in health education and nursing education. Both technical and educational aspects of technology are included in this section, whether in a hospital, community, or instructional setting. The scope will include techniques and methods that correctly demonstrate how to incorporate health technology in order to promote peoples’ health.

Research contributions must be original, and empirical studies are welcomed, provided the underlying methodologies (qualitative, quantitative, or mixed) are clearly articulated and rigorously applied. Review papers, case studies, and method evaluations may also be considered. We consider research fields within the journal’s scope (https://www.mdpi.com/journal/education/about).

It seeks to collate scholars, educators, policymakers, and practitioners and allows them to collectively and critically identify, investigate, and share best practices. This will support commitment and response from the education sector to incorporate approaches that use technology-enhanced health tools and methods.

Dr. Samia Valeria Ozorio Dutra
Dr. Donna-Marie Palakiko
Prof. Dr. Gilson de Vasconcelos Torres
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • biomedical technology and education
  • technology related science and education
  • nursing and education
  • health education
  • competency-based education
  • computer-assisted instruction
  • high-fidelity simulation training

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  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
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Further information on MDPI's Special Issue policies can be found here.

Published Papers (3 papers)

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Research

12 pages, 239 KiB  
Article
Usability Evaluation of a Board Game for Learning Robotics of Care
by Blanca Gonzalo-de Diego, Alexandra González-Aguña, Marta Fernández-Batalla, Enrique Monsalvo-San Macario, Andrea Sierra-Ortega, Roberto Barchino-Plata, María Lourdes Jiménez-Rodríguez and José María Santamaría-García
Educ. Sci. 2025, 15(4), 484; https://doi.org/10.3390/educsci15040484 - 13 Apr 2025
Viewed by 217
Abstract
Gamification and game-based learning provide the opportunity to acquire knowledge and skills on a given subject in a practical and interactive way. They are an innovative teaching methodology that could be used for competence acquisition in a variety of fields. This study focuses [...] Read more.
Gamification and game-based learning provide the opportunity to acquire knowledge and skills on a given subject in a practical and interactive way. They are an innovative teaching methodology that could be used for competence acquisition in a variety of fields. This study focuses on two domains: technology (including robotics) and care. This study evaluates the usability of RobotCareMaker®, a board game designed to teach care robotics, a branch of robotics oriented towards the study of human care. RobotCareMaker® consists of 106 elements. The playing cards are the engine of the game and the element of interaction between players. A convenience sample was selected. Usability was evaluated by the System Usability Scale (SUS) questionnaire modified for the game, and three questions about the game experience were used. Using a modified SUS questionnaire, 21 participants rated it with an excellent score of 80.36. Over 90% found the instructions clear and error-free. RobotCareMaker® allows teachers, professionals, and nursing students to integrate curricular competencies in novel topics such as care robotics. The result suggests that RobotCareMaker® enhances learning in assistive robotics, improving competencies in education and healthcare. Full article
(This article belongs to the Special Issue Technology-Enhanced Nursing and Health Education)
17 pages, 2112 KiB  
Article
Impact of Simulation-Based and Flipped Classroom Learning on Self-Perceived Clinical Skills Compared to Traditional Training
by Samuel Agostino, Gian Maria Cherasco, Grazia Papotti, Alberto Milan, Federico Abate Daga, Massimiliano Abate Daga and Franco Veglio
Educ. Sci. 2025, 15(1), 31; https://doi.org/10.3390/educsci15010031 - 31 Dec 2024
Viewed by 1286
Abstract
Introduction: Traditional medical education often emphasises theory, but clinical competence relies greatly on practical, hands-on skills. This quasi-experimental study examines how a combined approach—flipped classroom learning and simulation-based internships—affects medical students’ self-assessed clinical abilities. This model seeks to build students’ understanding, practical skills, [...] Read more.
Introduction: Traditional medical education often emphasises theory, but clinical competence relies greatly on practical, hands-on skills. This quasi-experimental study examines how a combined approach—flipped classroom learning and simulation-based internships—affects medical students’ self-assessed clinical abilities. This model seeks to build students’ understanding, practical skills, and confidence in clinical settings through online preparation and realistic simulation exercises. Methods: This study examined changes in medical students’ self-perceived clinical skills after a flipped classroom and simulation-based internship. A total of 391 third- and fourth-year students completed a nine-hour program with morning practice sessions and afternoon high-fidelity scenarios. Surveys before and after the program assessed self-perceived thoracic and abdominal/general skills. ANCOVA controlled for baseline scores, and paired Wilcoxon signed-rank tests examined overall and subgroup improvements. Results: After the program, significant improvements were observed in self-perceived clinical skills across all domains. Thoracic skills increased from a median of 2.19 to 7.36, and abdominal skills from 5.11 to 9.46. Medical history, vital signs, and blood pressure scores also improved significantly. Third-year students and those attending the Clinical Methodology course showed the greatest gains. All post-intervention improvements were statistically significant (p < 0.001). Conclusions: The combination of flipped classroom learning and intensive simulation training markedly improved students’ perceived clinical competence. These findings suggest that such methods boost students’ practical skills and confidence. Further research is recommended to explore the long-term impact of this approach on skill retention and professional practice. Full article
(This article belongs to the Special Issue Technology-Enhanced Nursing and Health Education)
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19 pages, 1834 KiB  
Article
Comparison of Procedural Content Item Generator versus Interactive Tool for Clinical Skills Acquisition in Physiotherapy Students
by David Barranco-i-Reixachs, Cristina Bravo, Helena Fernández-Lago, Jordi Martínez-Soldevila, Oriol Martínez-Navarro, Maria Masbernat-Almenara and Francesc Rubí-Carnacea
Educ. Sci. 2024, 14(10), 1049; https://doi.org/10.3390/educsci14101049 - 26 Sep 2024
Viewed by 936
Abstract
Case-based learning (CBL) is an educational method widely used in health professional training, emphasizing theoretical knowledge’s practical application. However, traditional CBL has many challenges related to the complexity and accessibility of case scenarios and its demands on educators to effectively facilitate and evaluate [...] Read more.
Case-based learning (CBL) is an educational method widely used in health professional training, emphasizing theoretical knowledge’s practical application. However, traditional CBL has many challenges related to the complexity and accessibility of case scenarios and its demands on educators to effectively facilitate and evaluate student discussions. Despite its popularity and proven benefits, the comparative effectiveness and efficiency of CBL against newer educational technologies still need to be explored. In this quasi-experimental study, third-year physiotherapy students at the University of Lleida used a computer program for procedural content generation (PCG) and interactive clinical cases (ICs), and assessed them using the Spanish physiotherapy self-efficacy scale and the System Usability Scale, and a satisfaction scale. The study showed a significant improvement in self-efficacy among participants after using PCG and ICs. The usability of the PCG was moderate, while the ICs scored higher and had greater user satisfaction. Satisfaction metrics revealed a strong preference among students for incorporating clinical cases into other subjects, with higher satisfaction levels observed in the IC group compared to the PCG group. The study demonstrated that PCG and ICs significantly enhance clinical skills acquisition in physiotherapy education by improving student performance and engagement. Full article
(This article belongs to the Special Issue Technology-Enhanced Nursing and Health Education)
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