Table 2.

Overview of the structure and content of the suite of mobile learning tools in the learning management system.

Different digital learning resources	Elaboration of the content
	A short description of the digital simulation program, information about the sessions, and the virtual patient cases on which students can work. Also included are log-in details and information about whom to contact if there are problems with the log-in
	A brief description of the MOOCa and recommendation for which modules students should focus on, depending on which educational year they belong to. The students also find details here regarding the log-in process
	Detailed information about auscultation skills, divided into 2 sections: (1) lung sounds and (2) heart sounds. Each section contains links to YouTube videos and audio files with different sounds to which students may listen
	A total of 5 instruction videos with a nurse performing B-PASsb on a patient. Each video has a specific focus: the heart and peripheral circulation, the respiratory system, the abdomen, the neurological assessment, and recording vital signs. The duration of the videos is from 7:37 to 15:51 min
	A total of 4 video lectures in which each video has a specific focus: the heart and peripheral circulation, the respiratory system, the abdomen, and the neurological assessment. The duration of the videos is from 13:13 to 32:55 min
	Two nurses (faculty members) talk about the origin of the physical assessment in nursing education and the differences between performing B-PASs as a RNc or as a nurse practitioner A conversation between the faculty members and 2 newly graduated RNs, focused on working with B-PASs throughout the 3-year nursing program, and how they work with B-PASs as new RNs
	Brief information about how to structure professional communication about data gathered by mapping the patient health condition through the use of different communication tools and how to use these tools during clinical rotation
	Information about how to structure the professional documentation of the information gathered through mapping the patient health condition by using B-PASs in the different documentation systems used in clinical practice
	MCQd aiming to support students’ knowledge, to repeat and refresh bioscience knowledge, and to identify knowledge gaps
	Description of a written assignment targeting reflection on the use of B-PASs. Feedback is given by fellow students (a peer review for the second- and third-year students) in which all parties are anonymous
	Checklists summarizing the elements of every focus in B-PASs (eg, respiratory system and neurological assessment). Can also be used when students use B-PASs in clinical rotation

^aMOOC: massive open online course.

^bB-PAS: basic physical assessment skill.

^cRN: registered nurse.

^dMCQ: multiple-choice question.