Abstract
BackgroundThis study evaluated the perceived usability, engagement, learning, benefits and challenges as well as academic achievement of using a mobile classroom response system (CRS) in the classroom and clinical simulation lab with undergraduate nursing students. MethodA descriptive mixed-methods study was conducted with second year BSN students (n = 81) in two streams, a traditional four year and accelerated twoyear track accelerated standing track (AST). Learner perceptions were measured using the Classroom Response System Perceptions (CRiSP) Questionnaire and qualitative feedback. ResultsOverall, nursing student ratings on the CRiSP Questionnaire were moderately high, with a mean total score of 94.1 (SD = 14.7) out of 135. Mean subscale scores were also moderately high for usability (16.1 out of 20; SD = 3.5), engagement (36.7 out of 55; SD = 7.0) and learning (41 out of 60; SD =7.1). Participants described several perceived benefits that are represented by six themes and a few challenges that are represented by two themes. ConclusionsMobile CRSs can support nursing student's engagement and learning in presimulation preparation, and in the prebriefing and debriefing phases of clinical simulations.
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