A Mobile Application As A Teaching Tool in Undergraduate Nursing Education

REPUBLIC OF CAMEROON REPUBLIQUE DU CAMEROUN
************** **************
Peace-Work-Fatherland Paix-Travail-Patrie
*************** ***************
MINISTERY OF HIGHER EDUCATION MINISTERE DE L’ENSEIGNEMENT SUPERIEUR
Bachelor of Technology project on the topic:
A MOBILE APPLICATION AS A TEACHING TOOL IN

UNDERGRADUATE NURSING EDUCATION
A Bachelor of Technology project submitted to the department of Technology SEAS-

IUC in partial fulfillment of the requirement for the award of a Bachelor of
Technology (BTECH) degree in Software Engineering.
Written and presented by:
Mado-Claire AMAKIE NKENAKE

SORGBORGJOR
IUC18E0033609
Supervised by:
M. FOUTHE Alex Landry
Academic Year: 2020-2021

A Mobile Application as A Teaching Tool in Undergraduate Nursing Education
APPROVAL
This is to certify that this report was written and presented by Mado-Claire AMAKIE
NKENAKE SORGBORGJOR accepted as partial fulfilment of the requirements for the

Award of a Bachelor of Technology (B. Tech) degree in Software Engineering.
Supervisor
M. FOUTHE Alex Landry Signature: Date:
Head of Department
M. DONGMO Boris Signature: Date:
Written and presented by Mado-Claire AMAKIE N.S Page i

DEDICATION
TO MY LOVELY PARENTS
Written and presented by Mado-Claire AMAKIE N.S Page ii

ACKNOWLEDGEMENT
The accomplishment of this work required the assistance of some people. Failing to quote them
individually here, they receive my most sincere thanks. I am particularly grateful to:
Mr. GUIMEZAP Paul, Founder and President of IUC, for the establishment of this structure
for the purpose of training students.
Mr. KENOU Willy Chance, the Director of SEAS, for his sense of management, listening,
and accompaniment.
Mr. DONGMO Boris, my Head of Department, for his guidance and available support.
Mr. FONKOU Lester Confiance, the coordinator of the BTECH program.
Mr. FOUTHE Alex Landry, my supervisor, who has been a source of inspiration and
motivation for me. Always guiding me and giving me advice on how to do things throughout
my work.
A big hand goes to my lecturers who assisted me in class and even out of the school premises,
who made me understand the science in my field of studies. And also, to all my friends who
contributed to the development of this work.
I am very grateful to my beloved family most especially my Parents for their persistent moral
advice and financial support in every aspect of my education. Their love has been a major
support both physically and spiritually in my life.
Above all, I would like to thank the ALMIGHTY GOD who gave me good health, strength,
wisdom, and countless other good things for the accomplishment of this work.
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ABSTRACT
Nursing students are caring for patients with increasing acuity and complex medical
needs. As a result, students have to perform significant information recall at the bedside in order
to understand their patient’s diagnosis and plan of care. Textbooks and drug handbooks are not
easily transported to the clinical setting, but students need to access up-to-date medical
information and clinical practice guidelines so that they are able to provide safe and quality care
to their patients. The purpose of this Bachelor of Technology project is to implement a mobile
application as a teaching tool in undergraduate nursing education, case study – IUC. We
identified the potentials of, and constraints on, introducing mobile technologies in the
instructional design of nursing education. The project also considers the pedagogical
implications of the expansion of mobile learning in the field of nursing. The research adopts a
qualitative approach to obtain the students’ and the Head of Department’s experiences,
opinions, and expectations on implementing a mobile application as a teaching tool. A
questionnaire for 30 student participants was conducted and an in-depth interview with the
Head of Department was arranged. The agile methodology approach was used in the system
analysis phase of this project. The aspects of device usability, interaction learning, and social
technology as listed in the recommendation were fulfilled in the study.
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RESUME
Les étudiants en soins infirmiers s'occupent de patients dont l'acuité et les besoins
médicaux sont de plus en plus complexes. Par conséquent, les étudiants doivent se rappeler de
nombreuses informations au chevet de leurs patients afin de comprendre le diagnostic et le plan
de soins de ces derniers. Les manuels et les guides de médicaments ne se transportent pas
facilement dans le milieu clinique, mais les étudiants doivent avoir accès à des informations
médicales et à des directives de pratique clinique actualisées afin de pouvoir fournir des soins
sûrs et de qualité à leurs patients. L'objectif de ce projet de conception est de concevoir une
application mobile comme outil d'enseignement dans la formation infirmière de premier cycle,
étude de cas - IUC. Nous avons identifié les potentiels et les contraintes de l'introduction des
technologies mobiles dans la conception pédagogique de l'enseignement infirmier. Le projet
considère également les implications pédagogiques de l'expansion de l'apprentissage mobile
dans le domaine des soins infirmiers. La recherche adopte une approche qualitative pour obtenir
les expériences, les opinions et les attentes des étudiants et du chef de département sur la
conception d'une application mobile comme outil d'enseignement. Un questionnaire destiné à
30 étudiants participants a été réalisé et un entretien approfondi avec le chef de département a
été organisé. L'approche de la méthodologie agile a été utilisée dans la phase d'analyse du
système de ce projet. Les aspects de la convivialité de l'appareil, de l'apprentissage interactif et
de la technologie sociale énumérés dans la recommandation ont été respectés dans l'étude.
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TABLE OF CONTENT
APPROVAL ............................................................................................................................................. i
DEDICATION .........................................................................................................................................ii
ACKNOWLEDGEMENT.......................................................................................................................iii
ABSTRACT ............................................................................................................................................ iv
RESUME ..................................................................................................................................................v
LIST OF FIGURES ...................................................................................................................................... ix
LIST OF TABLES .........................................................................................................................................x
LIST OF IMAGES ...................................................................................................................................... xii
GENERAL INTRODUCTION ............................................................................................................... 1
I. BACKGROUND AND CONTEXT .................................................................................................... 1
II. PROBLEM STATEMENT ............................................................................................................... 1
III. GENERAL AND SPECIFIC OBJECTIVES.......................................................................................... 2
IV. SCOPE OF THE PROJECT.............................................................................................................. 2
Chapter 1: STUDY OF EXISTING SYSTEMS ..................................................................................... 3
I. OVERVIEW .................................................................................................................................. 3
II. EXISTING SOLUTIONS ................................................................................................................. 5
Chapter 2 : SYSTEM ANALYSIS .......................................................................................................... 7
I. DEVELOPMENT METHODOLOGY ................................................................................................ 7
II. FEASIBILITY STUDY...................................................................................................................... 9
1. Technical feasibility ................................................................................................................. 9
2. Operational feasibility ............................................................................................................. 9
3. Economic feasibility ................................................................................................................. 9
4. Schedule feasibility ................................................................................................................ 10
III. FUNCTIONAL REQUIREMENTS.................................................................................................. 11
1. List of requirements .............................................................................................................. 11
2. Data dictionary ...................................................................................................................... 11
a. Users’ collection ............................................................................................................ 11
b. Classrooms’ collection .................................................................................................. 12
c. Posts’ collection ............................................................................................................ 13
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3. Data flow diagram ................................................................................................................. 14

4. Decision tree.......................................................................................................................... 15
5. Decision table ........................................................................................................................ 15
IV. NON-FUNCTIONAL REQUIREMENTS......................................................................................... 16
V. SYSTEM REQUIREMENTS .......................................................................................................... 16
1. Hardware requirements ........................................................................................................ 16
2. Software requirements ......................................................................................................... 16
Chapter 3: SYSTEM DESIGN .............................................................................................................. 17
I. SYSTEM MODELING .................................................................................................................. 17
1. Use cases ............................................................................................................................... 17
a. Description of users ...................................................................................................... 17
b. Use case diagram .......................................................................................................... 19
c. Textual description of the use cases ............................................................................. 20
2. Class diagram......................................................................................................................... 25
3. Sequence diagrams ............................................................................................................... 26
4. Activity diagrams ................................................................................................................... 27
II. SYSTEM ARCHITECTURE ........................................................................................................... 30
III. INTERFACE DESIGN ................................................................................................................... 31
1. Screens .................................................................................................................................. 32
2. Component description ......................................................................................................... 32
a. Classrooms .................................................................................................................... 32
b. Posts .............................................................................................................................. 33
IV. HARDWARE AND SOFTWARE TOOLS ....................................................................................... 39

1. Hardware tools ...................................................................................................................... 39
2. Software tools ....................................................................................................................... 39
Chapter 4: IMPLEMENTATION.......................................................................................................... 41
I. FRONT-END TOOLS ................................................................................................................... 41
II. BACK-END TOOLS ..................................................................................................................... 42
III. TEST CASES ............................................................................................................................... 43
IV. DEPLOYMENT ENVIRONMENT ................................................................................................. 44
GENERAL CONCLUSION.................................................................................................................. 45
I. CONTRIBUTION ........................................................................................................................ 45
II. ACHIEVEMENTS ........................................................................................................................ 45
III. RECOMMENDATION ................................................................................................................. 46
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REFERENCES .......................................................................................................................................... 47
APPENDIX .............................................................................................................................................. 47
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LIST OF FIGURES
Figure 1: Agile software development cycle ............................................................................. 8

Figure 2: Level-0 Data Flow Diagram .................................................................................... 14
Figure 3: Level-1 Data Flow Diagram .................................................................................... 14
Figure 4: Decision tree of granting permission to join a classroom ........................................ 15
Figure 5: Use case diagram ..................................................................................................... 19
Figure 6: Class diagram ........................................................................................................... 25
Figure 7: Sequence diagram for the use case “ user joining a classroom” .............................. 26
Figure 8: Activity diagram of the account creation ................................................................. 27
Figure 9: Activity diagram of joining a classroom .................................................................. 28
Figure 10: Activity diagram of taking a quiz .......................................................................... 29
Figure 11: The system architecture of the mobile application ................................................ 30
Figure 12: Questionaire given to the Nursing student of IUC ................................................ 47
Figure 13: Interview questions conducted with the Head of Department of IUC ................... 47
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LIST OF TABLES
Table 1: Popular mobile applications used by nursing students ................................................ 5

Table 2: Economic feasibility .................................................................................................. 10
Table 3: Data dictionary of the users’ collection ..................................................................... 11
Table 4: Data dictionary of the classrooms' collection ............................................................ 12
Table 5: Data dictionary of the posts' collection ..................................................................... 13
Table 6:Decision table of granting permission to join a classroom ........................................ 15
Table 7: Description of the users of the mobile application .................................................... 17
Table 8: Textual description of the use case: Create a classroom ........................................... 20
Table 9: Textual description of the use case: Add a participant into a classroom .................. 20
Table 10: Textual description of the use case: Add a post in a classroom .............................. 21
Table 11: Textual description of the use case: Save a post ..................................................... 21
Table 12: Textual description of the use case: Comment a post ............................................. 22
Table 13: Textual description of the use case: Share a post .................................................... 22
Table 14: Textual description of the use case: Leave a classroom .......................................... 22
Table 15: Textual description of the use case: Join a classroom ............................................. 23
Table 16: Textual description of the use case: Take a quiz ..................................................... 23
Table 17: Textual description of the use case: Create an account ........................................... 24
Table 18: Textual description of the use case: Login to an account ........................................ 24
Table 19: Description of the Graphical representation of a classroom ................................... 32
Table 20: Description of the Graphical representation of a simple minimal post ................... 33
Table 21: Description of the Graphical representation of a simple post with an image.......... 34
Table 22: Description of the Graphical representation of a simple post with a video ............ 35
Table 23: Description of the Graphical representation of a simple post with a non-media file
.................................................................................................................................................. 36
Table 24: Description of the Graphical representation of a simple post with a URL ............. 36
Table 25: Description of the Graphical representation of a tutorial ........................................ 37
Table 26: Description of the Graphical .................................................................................... 38
Table 27: List of the hardware tools used to design the application ....................................... 39
Table 28: LoginTable 28: LoginTable 28: Login and verification test case ............................ 43
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Table 29: QR scTable 29: QR scTable 29: QR scan verification test case .............................. 43
Table 30: Save Table 30: Save Table 30: Save to Pocket test case.......................................... 43
Table 31: ConveTable 31: ConveTable 31: Conversation chat screen test case ...................... 44
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LIST OF IMAGES
Image 1: Android OS logo ....................................................................................................... 16

Image 2: Apple iOS logo ......................................................................................................... 16
Image 3: Graphical representation of a Classroom component ............................................... 32
Image 4: Graphical representation of a simple minimal post .................................................. 33
Image 5: Graphical representation of a simple post with an image ......................................... 34
Image 6: Graphical representation of a simple post with a video............................................ 35
Image 7: Graphical representation of a simple post with a non-media file ............................. 35
Image 8: Graphical representation of a simple post with a URL ............................................ 36
Image 9: Graphical representation of a tutorial ....................................................................... 37
Image 10: Graphical representation of a quiz ......................................................................... 38
Image 11: UI Prototype of the splashscreen ............................................................................ 47
Image 12: UI Prototype of the login screen ............................................................................. 47
Image 13: UI Prototype of the phone number verification screen .......................................... 47
Image 14: UI Prototype of the account type selection screen ................................................. 47
Image 15: UI Prototype of the profile creation screen ............................................................ 47
Image 16: UI Prototype of the home screen ............................................................................ 47
Image 17: UI Prototype of the classroom screen ..................................................................... 47
Image 18: UI Prototype of the tutorial screen ......................................................................... 47
Image 19: UI Prototype of the tutorial step screen .................................................................. 47
Image 20: UI Prototype of the quiz creation screen ................................................................ 47
Image 21: UI Prototype of the QA creation screen ................................................................. 47
Image 22: UI Prototype of the quiz screen .............................................................................. 47
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GENERAL INTRODUCTION
I. BACKGROUND AND CONTEXT

Mobile learning has been playing an increasingly crucial role in education, allowing learning
to take place beyond geographical barriers and time constraints. It supports learners who are
studying “on the move” to access learning materials in various contexts, with different cultural
and environmental cues necessary for understanding the learning contents. It also facilitates
social interaction among learners and teachers through mobile applications such as text
messaging or student response tools. Nursing education is one of the areas where mobile
learning is highly desirable, as it emphasizes the acquisition of conceptual knowledge and
practical skills in different learning contexts, such as the classroom, laboratory, and clinical
settings. The use of mobile devices in nursing education provides just-in-time information and
supports situated experiential, and contextualized learning.
II. PROBLEM STATEMENT

Undergraduate nursing content is continually expanding, and nursing faculty are struggling
with the issue of content saturation Including information on every diagnosis that students may
encounter is not feasible, therefore, nursing faculty may choose to focus on innovative teaching
methods that assist students in active learning and translation of theory into the challenging
practice of nursing in order to be safe practitioners.
How to prevent medication errors among nurses and nursing students has become the focus of
concern in patient safety. The main contributing factors to medication errors made by nursing
students have been identified as performance deficit, not following procedures, and knowledge
deficit. Undoubtedly, sufficient academic preparation regarding medications is necessary for
nursing students before undertaking their practicum. However, nursing students generally learn
medication knowledge and clinical skills through courses on pharmacology and nursing. In
order to administer medications safely, students should master the skills in preparing
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medications, knowledge regarding the action and side effects of different medicines, and have
the ability to observe and interpret patients’ responses. At the same time, it’s a challenge for
nursing educators to help students obtain and memorize this information for their professional
careers. Several studies have shown that mobile applications such as the app program, online
video, and messaging for nurses and nursing students can increase academic achievement,
improve knowledge or skills, and increase satisfaction with the learning program.
In order to resolve these problems, some important questions arise which are:
 Can the school teaching system be solved by computerizing it?

 Will the mobile application help the student to learn in an efficient way?
III. GENERAL AND SPECIFIC

OBJECTIVES
The main goals while putting this project in place are to:
 Provide a platform that can be fully used as a teaching tool in Cameroonian nursing
schools.
 Provide a platform where teachers and students can interact and where students can be
actually taught by teachers.
 Provide a platform where students can record and share their notes with other students
of other fields and all over the country.
 Provide a platform where doctors, specialists, medical experts, or foreign teachers can
share their knowledge with students.
IV. SCOPE OF THE PROJECT

This project entitled “Design and implementation of a mobile application as a teaching tool in
undergraduate nursing education” is being undertaken for nursing students for the purpose of
easing the teaching process carried out in the case study – IUC.
This project will include system analysis, facts finding using questionnaires, system design, and
user interface prototypes of the mobile application to be developed.
The head of the nursing science department in IUC will review and approve the final design of
this project.

Chapter 1: STUDY OF EXISTING

SYSTEMS
I. OVERVIEW
Mobile learning refers to the learning across physical and virtual contexts supported by mobile
technologies (Koole, 2009). It has been described as “spontaneous, personal, informal,
contextual, portable, ubiquitous, and pervasive” (Kukulska-Hulme, 2005, p. 2), and responds to
the changing concepts of space, community, and discourse produced by technological
transformations (Traxler, 2009). The effectiveness of mobile learning is dependent on various
factors. Previous studies have suggested that the design, functionality, and usability of the
devices, such as screen size and readability, battery power capacity, and accessibility to the
internet, have an impact on the users’ experience (Elias, 2011; Taleb and Sohrabi, 2012). To
ensure the effective delivery of mobile learning, the diverse needs of nursing students and
teaching staff in terms of the device, content, and application have to be carefully considered.
Anshari et al. (2016) reported the views of students that mobile learning needs to allow better
flexibility for their learning beyond regular school hours. The functions supported by mobile
devices should ease users’ burden in carrying out tasks and enhance the accessibility of useful
resources (Cacace et al., 2005). Also, Mettiäinen (2015) showed the desire of nursing teachers
to have a mobile tool to support the supervision of students’ clinical training in terms of learning
and assessment, especially for those who were scattered around the region, making regular
visits impossible. Byrne-Davis et al. (2015) noted the concerns of medical students about the
use of mobile technology in their learning, such as the availability of Wi-Fi access; potential
theft or infection control; the appropriateness/convenience of using the devices inwards in front
of the patients; the possibility of damaging or losing the devices; and the cost of buying the
relevant apps or gadgets. Nestel et al. (2014) also point out that mobile-aided interaction may
not be preferred by students in contacting faculty members.

Research method
Using a qualitative approach, this study aims to collect and analyze the views and suggestions
of the students and Head of Department (teacher) in the nursing department on the design and
implementation of a mobile application as a teaching tool in undergraduate nursing education.
The study included a questionnaire of 5 questions that was made and distributed to a sample of
30 nursing students across a four-year Bachelor of Nursing program in IUC. This questionnaire
was used to understand the opinion of teachers and undergraduate nursing students towards the
use of smartphones and their mobile applications to support learning in nursing educations
environments. An in-depth individual interview with the Head of Department was also
conducted to collect opinions on implementing a mobile application as a teaching tool from the
instructor’s perspective. A teacher’s insights are necessary for the evaluation of mobile learning
effectiveness since he/she plays a key role in designing the course and serves as the student's
mentor and facilitates their engagement in mobile learning (Alrasheedi et al., 2015; Gikas and
Grant, 2013).
Findings
Well, the results can be summarized as follows:
 Students are taught using the EBL (Enquiry-Based Learning) approach, which is an
approach to learning that emphasizes the student's role in the learning process and by
which students are encouraged to explore the material, ask questions, and share ideas.
 The results were essentially focused on the huge amount of information they have to
retain and the insufficient practice sessions they have.
 Due to the latter, they described their course as difficult to understand and master, as
they become more complex to an extent.
The head of the nursing science department of IUC reported numerous problems faced by them
the administration and the teachers which can be divided into theoretical and practical problems.
These problems are:
 The lighting problem that is a lot of sun rays enters the classrooms and thus influences
PowerPoint presentations.
 The majority of students are often late in a particular course which makes it difficult for
the teacher teaching that particular course since he/she has to explain what has been

already taught in order for the latecomers to catch up, leading to wastage of time and
efforts.
 Teaching goes with a lot of practice and demonstrations, but the problem is that most
classrooms lack charts and an instrumental tool such as a physical diagram that can be
used to demonstrate it physically.
II. EXISTING SOLUTIONS

Generally, the smartphone apps for nursing education fall into three catalogs as following:
 Reference, e-books, and flashcards

 Clinical assistant
 Portal and integrated client
Potential educational extensions include smartphone apps for other community health priorities
which are often the focus of nursing students’ clinical practice: monitoring of blood pressure,
body weight, blood sugar, dementia screening, depression screening. These smartphone
applications have the potential to improve the educational experience for undergraduate nursing
students and prepare them for the increasing role of e-health in nursing practice. Some typical
apps in each catalog listed in Table I below can be downloaded from either the App Store (iOS)
or Google Play (Android).
Table 1: Popular mobile applications used by nursing students
NAME PLATFORM DESCRIPTION

It provides nursing students with
Nursing in a Flash
iOS an easy, efficient tool to learn
Mobile
vital nursing content on the go.
A pocket drugs dictionary
provides all information about
drugs: uses, how to take, side
Drug Dictionary Android
effects, precautions, drug
interactions, missed dose,
storage.

Nursing Flashcards Lite, a study

aid for nurses, nursing students,
med students. Upgrade to
Nursing Flashcards Lite Android Nursing Flashcards Pro with
included decks, Terminology,
Fundamentals, Vocabulary,
Abbreviations, Vital Signs
The app includes the following
content from Nursing Consult:
Evidence-based nursing
Mosby’s Nursing Consult iOS
monographs; Patient education;
Drug monographs; Drug
calculators
The most accurate Heart Rate
Instant Heart rate Android
Monitor app for any smartphone
This app made by a nurse lets
you calculate drop rate, infusion
Infusion Nurse Android
speed, dose/strength/ volume,
and lets you convert speed.
iOS All-in-one mobile and web
solution helps nurses and
Nursing central iOS students find detailed
information on diseases, tests,
drugs, and procedures.
This app is made for student
nurses and for those who are just
Mini Nurse Lite Android curious about some of the
education nurses need to know.

Chapter 2 : SYSTEM ANALYSIS
I. DEVELOPMENT METHODOLOGY
In order to meet the business needs and optimize the time-to-market, the development of
software solutions such as mobile applications requires a well-defined and agreed sequence of
steps that ensure its quality, maintainability, and upgradability. This set of sequential steps is
known as Software development life cycle (SDLC) or software development methodology. For
this project I chose the Agile development methodology considering the fact that it is relatively
small, customer-centered and does not require any genuinely development process.
Developed as a flexible alternative to the highly structured old school Waterfall methodology,
the Agile methodology is an approach that values individuals and their relationships and
interactions over tools. It enhances noticeably the adaptability to changes and minimizes risks
(which can be costs overruns, application bugs, or changing requirements) whenever a new
feature is added to the mobile application. Client satisfaction is the highest priority using this
approach, and this satisfaction is met by continuously delivering working, approved (tested),
and prioritized features.
There are several ways to implement the Agile approach, which are called Agile frameworks,
and are widely used to standardize the development process across companies. However, I kept
everything simple and used the basic framework of the agile approach, characterized by the
following phases:

Figure 1: Agile software development cycle
 Planning: the initial requirements are being listed in the initial documentation, which
is used by developers to avoid feature-creep situations (when new non-crucial features
are constantly being added to the project, taking developers’ time away from the
important tasks).
 Design: including the definition of the architectural structure of the application and the
UI/UX design.
 Code and test: the backbone of the whole process and the longest phase, where the code
is being written and the design documentation is being converted into the actual
software.
 Release: the application is deployed on the servers and provided to the customers, either
for the demo or the actual use.
 Review: once all previous phases are completed, ideas towards the problems that arose
during their execution are introduced by the development team and taken into
consideration.

II. FEASIBILITY STUDY
1. Technical feasibility
The mobile application should be able to run both on android and ios devices. However, ios
development requires mac operating system. For that, it will need either a mac book (extremely
expensive) or needs to virtualize the mac operating system (very large in size and requires high
system configuration to run smoothly) which cannot be afforded. Fortunately, there are
technologies that exist and enable developers to build the same software for multiple platforms
using only one codebase. These technologies are known as cross-platform technologies. The
most popular ones are React Native, Flutter, Ionic, Xamarin Forms. React Native is chosen for
the implementation of this project because of its acceptable performances, its huge community,
and the fact that it uses one of the most popular programming languages – Javascript.
2. Operational feasibility
The cost of the development of this project was reduced by using some free software and
available technologies. The system is meant to be used by a considerably big number of persons
since as it has to serve as a teaching tool in nursing education. The system doesn’t require
training time since as it is a mobile application and most people know how to use a mobile
application. The system will reduce time considerably because studies can continue through the
mobile application even after school hours. Hence, reducing the workload of both the teachers
and students. The system will be profitable to the organization (IUC) since as it will increase
the nursing students' knowledge and make them more efficient and accurate. Users' adaptability
is supposed to be assured with the mobile application user interface, as it is meant to be easy to
use and understand.
3. Economic feasibility
Most of the tools used to develop this application are free, such as Adobe XD (for the UI
prototypes) and Visual Studio Code (code editor). Some others aren’t, and their cost is estimated
as shown in the table below:

Table 2: Economic feasibility
Fee Cost estimation Status

A computer with a RAM of at
least 8GB with the Windows 300,000 FCFA Acquired
10 OS installed.
Stable internet connection For one month: 10,000 FCFA Acquired
Price of the publishment of

$25 ≅ 13,800 FCFA Not acquired
this app on Google Play
Price of the publishment of

this app on the Apple App $99 ≅ 55,000 FCFA Not acquired
Store
A2 Hosting: $5 ≅ 3,000
Hosting of the web server Acquired
FCFA
4. Schedule feasibility
With the design of this project already accomplished, all the necessary tools to start the
implementation and test phase of this project are available. With the technologies that has been
chosen and the knowledge and skills gain in the programming languages that will be used, This
project is estimated to take about 20 weeks for its completion.

III. FUNCTIONAL REQUIREMENTS
1. List of requirements
To implement a mobile application solution that can effectively be used as a teaching tool in
undergraduate nursing education, two main actors are considered that is the teacher and the
student, and a third optional one that is the consultant. They all use the application in different
ways, described as follows:
 Teacher: through the mobile application, the teacher should be able to:
 Create a classroom, that is a channel where the participants are able to see the
posts of a teacher.
 Add students and consultants in a classroom, by generating a link that can be
used by them to enter the classroom.
 Post and comment content in the classroom like texts, links to online resources,
documents, videos, photos, and other types of files.
 Post quizzes, that a set of questions in an MCQ format (Multiple choice
questions) to test the students of a classroom.
 Student: through the mobile application, the student should be able to:
 Join a classroom using the link provided by the teacher.
 Comment on the posts of the teacher or a consultant in a classroom.
 Ask for help from a teacher or a consultant.
 Register and provide answers to quizzes.
 Consultant: Consultants are doctors, specialists, medical experts, or foreign teachers
that join a classroom to share his/her knowledge with the participants. They should be
able to post and comment content in classrooms and serve as help-aid for teachers and
students.
2. Data dictionary
a. Users’ collection
Table 3: Data dictionary of the users’ collection
FIELD
FIELD TYPE DESCRIPTION
NAME

ID String The unique identifier of the user
Registered Date The date on which the user has created his/her account
Phone String The phone number of the user
Email String The email address of the user
The list of classrooms where the user is. This includes

Classrooms List<Classroom> the classrooms he created and those where he has been
added.
Status Enumeration The status of the user’s account (logged in/logged out)
The user’s personal information, including his/her

Profile Profile
name, profile picture, or address
The collection in which the notes and favorite posts of

Pocket Pocket
the user are stored
b. Classrooms’ collection
Table 4: Data dictionary of the classrooms' collection
FIELD
FIELD TYPE DESCRIPTION
NAME
ID String The unique identifier of the classroom
CreationDate Date The date on which the classroom has been created
Name String The name of the classroom as specified by its creator
The description of the classroom as specified by its

Description String
creator
Teacher Teacher The creator and manager of the classroom

Students List<Student> The students added in the classroom by its creator
Consultants List<Consultant> The consultants added in the classroom by its creator
Posts List<Post> All the posts sent in the classroom by its participants
c. Posts’ collection
Table 5: Data dictionary of the posts' collection
FIELD NAME FIELD TYPE DESCRIPTION
ID String The unique identifier of the post
CreationDate Date The date on which the post has been published
(Optional for text-only posts) The title of the post,

Title String
defined by its publisher
Content String The text contained in the post
The media file (image, video, or another type of

Media Media
file) of the post
Comments List<Comment> The list of comments added to a post
Likes List<Like> The list of likes of the post
Tags List<Tag> The list of tags of the post
The latest edition of the post by its publisher, after

LatestModification PostEdition
its publication

3. Data flow diagram
Figure 2: Level-0 Data Flow Diagram
Figure 3: Level-1 Data Flow Diagram

4. Decision tree
Figure 4: Decision tree of granting permission to join a classroom
5. Decision table
Table 6:Decision table of granting permission to join a classroom
Conditions Results
Permission is Request is User is
User exists? User type User role
granted? valid ? added?
No - - - - No
Yes No - - - No
Yes Yes No - - No
Yes Yes Yes Student - Yes
Yes Yes Yes Consultant - Yes

Yes Yes Yes Teacher Student Yes

Yes Yes Yes Teacher Consultant Yes
IV. NON-FUNCTIONAL REQUIREMENTS

The non-functional requirement of this system are:
 Usability: the user interface of this application should be as simple, concise, and user-
friendly as possible.
 Reliability and Availability: this application should be accessible at any time.
 Scalability: this application should keep a consistent performance level as the
platform workload increases over time.
 Performance: this application should be as fast and smooth as possible on our users’
devices.
 Security: the system should ensure that the personal data of each user is secured.
V. SYSTEM REQUIREMENTS
1. Hardware requirements
To use this application, the user will need a mobile device, such as a smartphone or a tablet.
Also, for certain tasks like signing in, registering, or posting, the device will need a stable
internet connection.
2. Software requirements
This application will run on Android (version 5.0, API 21) or higher, and iOS 11.0 or higher. It
does not require any other particular software to be installed.
Image 1: Android OS logo Image 2: Apple iOS logo

Image 1: Android OS
Chapter 3: SYSTEM
logoImage 2: Apple iOS
Chapter 3: SYSTEM DESIGN
I. SYSTEM MODELING
1. Use cases
a. Description of users
A user is a person who utilizes a computer or network service. A user often has a user account
and is identified to the system by a username (or use name). Users on this platforms are
categorized into 3 different types which are described in the table below.
Table 7: Description of the users of the mobile application
USERS DESCRIPTION
A teacher (also called a schoolteacher or formally an educator) is a
person who helps students to acquire knowledge, competence, or
virtue. Teachers in this application are the only type of users that are
able to create and manage a classroom. The teachers are able to set up
a classroom, then add other types of users to it. When a teacher tries to
Teachers join the classroom created by another teacher since a classroom ought
to not have more than one teacher, the teacher of that classroom must
set its role either as a consultant or a student. In that way, his/her
functions in the classroom are determined by its role. Finally, teachers
are able to publish posts, tutorials, and quizzes in their classrooms and
have the same attributes as consultants.
A student is primarily a person enrolled in a school or other
educational institution and who is under learning with goals of
acquiring knowledge, developing professions, and achieving
Students
employment in the desired field. In the broader sense, a student is
anyone who applies themselves to the intensive intellectual
engagement with some matter necessary to master it as part of some

practical affair in which such mastery is basic or decisive. In this

application, students are a type of user whose role is to learn by
exploiting the knowledge of the consultants (whose role will be
defined in the next section) of a classroom and its teacher. In a
classroom, students are able to comment and share the posts that have
been published, and ask for help from any of the classroom participants
through the in-built chat functionality.
A consultant (also known as Expert or Specialist) is a professional who
provides advice and further purposeful activities in an area of
specialization. Consultants in this application are a type of user whose
Consultants main role is to share their knowledge with students, teachers, and even
other consultants. Consultants are able to publish posts in a classroom,
comment, and reply to other users’ comments. Although they can
publish posts in classrooms, consultants cannot create classrooms.

b. Use case diagram
Figure 5: Use case diagram

c. Textual description of the use cases

Table 8: Textual description of the use case: Create a classroom
Use case name: Create a classroom ID: cc-1 Priority: high

Actor: Teacher
Description: A teacher creates a classroom, which is a channel where the participants can
see his/her published content.
Trigger: A teacher selects the Create classroom option in the application menu
Type: External
Pre-condition: The teacher has a valid account with an internet connection
Exception: The teacher might not be able to create a classroom if there is any network
failure
Postcondition: The teacher has successfully created the classroom
Table 9: Textual description of the use case: Add a participant into a classroom
Use case name: Add a participant into a

ID: ap-1 Priority: high
classroom
Actor: Teacher
Description: The teacher adds participants (users that are either students or consultants) in
his/her classroom by generating a sharable link that they will use to request access to it.
Trigger: The teacher has granted access for a user to enter a classroom
Type: External
Pre-condition: The teacher has received a request from another user to join his/her
classroom
Exception: Failure can occur if the user doesn’t exist anymore when the teacher grants
his/her request. Also, the teacher might not be able to grant permission if there is any
network failure.
Postcondition: The user that requested access is added to the classroom

Table 10: Textual description of the use case: Add a post in a classroom
Use case name: Add a post in a classroom ID: app-1 Priority: high
Actor: Teacher or Consultant
Description: A teacher or a consultant can add a post in a classroom with which the
participants will be able to view and interact.
Trigger: A teacher or consultant creates a post using the ‘Add post’ button in a classroom
menu, and then presses the Publish button.
Type: External
Pre-condition: The teacher or consultant must be logged in and be a participant in the
classroom
Exception: This operation will fail if the application is unable to upload the media (video
or photo) of that post to the file server, or if its size exceeds the maximum size allowed for
each media type
Postcondition: The created post has been added to the classroom
Table 11: Textual description of the use case: Save a post
Use case name: Save a post ID: sa-1 Priority: high

Actor: User (teacher, student, consultant)
Description: A user saves the reference of a post in its account using the Pocket feature of
the application.
Trigger: A user taps the save button of a post in a classroom
Type: External
Pre-condition: The user must be a participant of the classroom where the post has been
published
Exception: A failure will occur if the post is deleted while its reference is added to the
user’s Pocket
Postcondition: The post is successfully saved in the user’s Pocket ().

Table 12: Textual description of the use case: Comment a post
Use case name: Comment a post ID: cp-1 Priority: high

Description: A user comments on a post sent by the teacher or a consultant in a classroom
Trigger: The user presses the Comment button of a post
Type: External
Pre-condition: The post to be commented on must exist
Exception: A failure will occur if the post is deleted while the comment is being added to it
Postcondition: The user’s comment is added to the post
Table 13: Textual description of the use case: Share a post
Use case name: Share a post ID: sp-1 Priority: high

Description: A user shares the reference of a post through either a QR scan or an HTTP
link.
Trigger: A user presses the Share button of a post
Type: External
Pre-condition: The post to be shared exists
Exception: This operation will fail if the post is deleted while it is being shared. If the post
is shared with QR scan, the operation will also fail if the device scanning the code is not
connected to the internet.
Postcondition: The post has been shared.
Table 14: Textual description of the use case: Leave a classroom
Use case name: Leave a classroom ID: lc-1 Priority: high

Actor: Consultant
Description: A consultant leaves a classroom
Trigger: The consultant goes to the Classroom Settings tab and presses the ‘Leave
classroom’ button
Type: External
Pre-condition: The consultant should be in the classroom he/she wants to leave

Exception: A failure will occur if there is any network failure during the process, or if the
consultant has already been removed by the teacher of the classroom, he/she wanted to
leave.
Postcondition: The consultant has left the classroom.
Table 15: Textual description of the use case: Join a classroom
Use case name: Join a classroom ID: jc-1 Priority: high

Actor: User (Student, Teacher, Consultant)
Description: A user requests to join a classroom using the link beforehand generated by the
teacher of that classroom.
Trigger: The user clicks on the ‘GRANT’ button of a request
Type: External
Pre-condition: The teacher has received a request from a user, and if the user is another
teacher, the Teacher has already set his/her role (consultant or student)
Exception: A failure will occur if the user doesn’t exist anymore while his/her request to
join is being processed. This operation will also fail if any network failure occurs.
Postcondition: The user has joined the classroom
Table 16: Textual description of the use case: Take a quiz
Use case name: Take a quiz ID: tq-1 Priority: high

Actor: Student
Description: A student of a classroom take part in a quiz published in a classroom
Trigger: The student clicks on the ‘BEGIN’ button of a quiz
Type: External
Pre-condition: The student should be in the classroom where the quiz has been published
and has been authorized by the user (teacher or consultant) who sent it
Postcondition: The student has finished the quiz

Table 17: Textual description of the use case: Create an account
Use case name: Create an

ID: cac-1 Priority: high
account
Actor: User (Not having an account yet)
Description: A user creates an account on the application
Trigger: The user presses the ‘SIGN UP’ button of the application’s login page
Type: External
Pre-condition: The user has installed the application and has an internet connection
Exception: The operation will directly fail if there is any network failure, if the credentials
entered match an existing account or if the credentials entered haven’t been verified
Postcondition: The user signed up to the application and has become a real user
Table 18: Textual description of the use case: Login to an account
Use case name: Login to an ID: la-1 Priority: high

account
Actor: User (Generic)
Description: A user logs in to an account
Trigger: The user presses the ‘Login’ button of the application’s login page
Type: External
Pre-condition: The user is connected to the internet
Exception: This operation will fail if the credentials entered by the user don’t match any
account in the database or if there is any network failure during the process.
Postcondition: The user has logged into an account

2. Class diagram
Figure 6: Class diagram

3. Sequence diagrams
Figure 7: Sequence diagram for the use case “ user joining a classroom”

4. Activity diagrams
 Create an account (Generic user):
Figure 8: Activity diagram of the account creation

 Join a classroom (Generic user):
Figure 9: Activity diagram of joining a classroom

 Take a quiz (Student only):
Figure 10: Activity diagram of taking a quiz

II. SYSTEM ARCHITECTURE

A mobile application whose purpose is to serve as a tool must ensure and keep good
performances as time goes and the number of interactions on the platform increases. To do this,
the system architecture of the application must meet the following requirements:
 Allow the system to be easily scaled up whenever the application workload exceeds the
capacity of the existing software and hardware.
 Include a fast and reliable way to upload and download media files on users' devices.
 Ensure that the application is usable offline.
This system architecture is divided into three main parts: the client part, the server part, and
the data sources. It is represented as follows:
Figure 11: The system architecture of the mobile application
With this system architecture, the system can scale easily. If the workload amount exceeds the
current system’s capacity, then the number of web servers can be increased into order to match
the load and then add a load balancer in front that will be in charge of distributing client requests
efficiently across the multiple web servers.

This architecture allows the storing and retrieving of the application’s media files efficiently by
using a file server that is separate from the database used for this application. This file server is
responsible for storing and maintaining the integrity of the actual files, and I only need to store
their reference (URL) in the application’s main database to access them on-demand.
Lastly, it is also possible to work offline, by using the local database of the mobile application.
Indeed, the local database of the application will be in charge of storing the offline
modifications (newly created notes or posts waiting to be published or saved) made by the users
and of synchronizing them with the web server once the user is online.
III. INTERFACE DESIGN

The user interface (UI) design defines how an individual user interacts with a digital
information system. It is essentially a series of visual elements that a user uses to interact with
the digital device. The goal of any UI design is to make the user interactions with the device
and the interface as smooth as possible. Simply put, the UI design is genuinely important
because it can make or break the customer base of a mobile application. It creates fewer
problems, increases user involvement, perfects functionality, and creates a strong link between
the app and its users.
In order to have a good UI design, one of the most popular practices is prototyping. Prototyping
is an experimental process where design teams implement ideas into tangible forms from paper
to digital. These teams can build prototypes of varying degrees of fidelity to capture design
concepts and test on users. Having prototypes in hand, we more clearly represent the final result.
We have created UI prototypes of the main screens of this application, along with the
description of their main components.

1. Screens
The UI prototypes of the main screens are in the appendix section.
2. Component description
This interface design contains several components that can be individually described, but for
this case, I will describe the ones related directly to the main entities of this application which
are Classrooms and Posts.
a. Classrooms
With the core functionality being to enable the users to teach others, the abstract concept of
classrooms is considered and implemented in this application. Classrooms in this platform are
places where a unique user (in this case, a teacher) can impart information or skill in different
forms so that other users may learn.
In the different pages of this application's UI, classrooms are be represented as cards or list
items, just as described below:
Image 3: Graphical representation of a Classroom component
Table 19: Description of the Graphical representation of a classroom
# Description
Represents the name of the classroom specified by its creator.
Represents the number of students in the classroom.
Represents the number of consultants in the classroom.

Represents the total number of participants of the classroom (-1, its teacher).
(Teacher’s view) Represents the number of requests to join the classroom sent by other
users, and that hasn’t been granted/revoked yet.
The profile photo and the name of the teacher of the classroom
(Calculated value) Represents the mean of the number of posts published per day in
the classroom
b. Posts
Etymologically, a post is a piece of writing, image, or another item of content published online,
typically on a blog or social media website or application. Posting in this platform can be done
only through a classroom either by a teacher or a consultant. The application consists of three
(03) main types of posts: Simple or standard posts, Tutorials, and Quizzes.
 Simple posts: The simple post follows the etymological meaning of a post, that is,
consists of a text entered by its author alongside a media file (image, video, or another
type of file like PDFs). Due to the estimates on the cost of the file storage that turned
out to be quite high, each post can contain only one media file. A post can contain a set
of tags that are used to reference it on users’ searches. Finally, a post can be liked,
commented on, and shared by any type of user in a classroom.
Image 4: Graphical representation of a simple minimal post
Table 20: Description of the Graphical representation of a simple minimal post

Image 4: Graphical representation of a simple post with an
imageImage 5: Graphical representation of a simple minimal post

# Description
Displays the text contained in the post.
Represents the number of likes received by the post.
Represents the number of comments of the post. By pressing it, shows its comment
section, where we can see previous comments and comment on it.
Indicate the date and time on which the post has been published in a classroom.
 Simple post with an image
Image 5: Graphical representation of a simple post with an image
Table Image
21: Description of the
6: Graphical Graphical representation
representation of awith
of a simple post simple post with an7:image
a videoImage
Graphical representation of a simple post with an image
# Description
The picture included in the post
A pressable item enabling users to see the picture in full-screen mode.

 Simple post with a video
Image 6: Graphical representation of a simple post with a video
Table 22: Description of the Graphical representation of a simple post with a video
# Description
Indicates the duration of the video.
If the video of the post has already been watched by a user, this indicates how much
he/she has watched it.
 Simple post with a non-media file
Image 7: Graphical representation of a simple post with a non-media file

Table 23: Description of the Graphical representation of a simple post with a non-media file
# Description
Represents the name of the file added to the post.
Represents the size of the file added to the post.
Represents the type of the file (Extension) added to the post.
Represents a predefined picture to label the type of file added to the post.
Progress bar in the background of the file container, showing in real-time the
download progress of the file
 Simple post with a link to a web resource (URL)
Image 8: Graphical representation of a simple post with a URL
Table 24: Description

Image of therepresentation
9: Graphical Graphical representation of a simple
of a tutorialImage post with a URL
10: Graphical
# Description
Shows the title (head) of the referenced web page

Image 8: Graphical representation of a simple post with a URLTable 25:
Description of the Graphical representation of a simple post with a URL
Shows the URL attached to the post.
Shows the preview of the referenced web page.

 Tutorials: In this application, tutorials are a type of post consisting of a series of

videos called Tutorial Steps. Each step is recorded individually, has its individual
purpose, title, and description. After all the steps are recorded, they are arranged by
the author in order to form what we finally define as a tutorial. As indicated in their
etymological meaning, these tutorials enable teachers and consultants to easily teach
students of a classroom by example. Since tutorials are first and foremost a kind of
post, they can be liked, commented on, and shared as well.
Image 9: Graphical representation of a tutorial
Table 26: Description of the Graphical representation of a tutorial
# Description
Represents the title of the tutorial.
Represents the list of tags referencing the tutorial.
Represents the number of Tutorial Steps that the tutorial contains.
Represents the total duration of the tutorial, that is the sum of the duration of its
Tutorial Steps.
 Quizzes: In this application, Quizzes are a kind of post consisting of a set of questions
with their own set of answers, published in a classroom by a teacher or a consultant to
evaluate the students. They are a genuine and efficient way of discovering the
strengths and weaknesses of each student, see their progression line in general or on a

particular domain, which is often difficult to keep track of in real life. By giving the
ability to teachers to customize their own quizzes in order to evaluate students and
storing the results, this application provides the necessary tools to adjust accurately
their courses and teaching approach according to their students. Just like tutorials,
quizzes are another kind of post, therefore have the same basic functions.
Image 10: Graphical representation of a quiz
Table 27: Description of the Graphical representation of a quiz

GENERAL CONCLUSIONImage 12: Graphical representation of a quiz
# Description
Image 11: Graphical representation of a quizTable 28:
Description Represents therepresentation
of the Graphical of a quiz
title of the quiz.
Represents the number of QAs added to the quiz.
Shows the smallest and biggest amount of time took by other users to complete the
quiz
Represents the remaining time before the quiz closes.
Shows the number of users that have already taken the quiz
The button used to take the quiz.

IV. HARDWARE AND SOFTWARE TOOLS
1. Hardware tools
To analyze, design, and implement this project, we are equipped with some devices:
Table 29: List of the hardware tools used to design the application
Device Characteristics
Processor: Intel® Core™ i5-8265U @
1.60GHz – 1.80GHz
HP Laptop 15s-du0xx (PC) RAM: 8GB
Operating system: Windows 10 Home
version 1909 64 bits
Processor: Intel® Core™ i5-2450M @
2.50GHz
ASUSTeK K55A (PC) RAM: 4GB
Operating system: Windows 10 Pro version
18362 64 bits
Network technology: 4G
Battery capacity: 1500 mAh
HUAWEI Mobile Wi-Fi E5573 (Modem)
Speed: Up to 150Mbps download, 50Mbps
upload
2. Software tools
We have used some PC applications to build the models and design the whole system:
 StarUML (v4.0.1)
StarUML is an open-source software modeling tool that supports the

UML (Unified Modeling Language) framework for system and software
modeling. We have used this program to create the different UML
diagrams.

 Adobe XD (v36.1)
Adobe XD is a vector-based user experience design tool for web apps and
mobile apps, developed and published by Adobe Inc. We have used this
software to draw representations of the UI design of this mobile application
in order to have a clear idea of how this mobile application could look like.
 Gantt Project (v3.0)
Gantt Project is a Gantt chart-based Project Management software that allows

developers to create and edit project plans. We have used this software to do
the planning of the project by defining all the different steps involved and
how much time is allotted for each of them.
 Pichon (version 8.7.0.0)
It is a software providing a large pack of offline icons (about 8 000 icons)

in several formats, sizes and colors, produced by the site icons8.fr. It was,
after Adobe XD, the software that we have most solicited for the design
of the graphic interfaces, the icons being almost mandatory for the good
presentation and the beauty of the latter.

Chapter 4: IMPLEMENTATION
This chapter consist of the implementation part of this mobile application that should serve as
a teaching tool to undergraduate nursing students. It is made up of the Front and Backend
development tools used for the implementation of the project, the Test cases, the Deployment
Environment and Images of the implemented mobile application (as seen in the appendix).
I. FRONT-END TOOLS
The development of this mobile application some front end tools were used which are:
 React Native (version 0.64)
React Native is a JavaScript framework for writing real, natively rendering

mobile applications for iOS and Android. It’s based on React, Facebook’s
JavaScript library for building user interfaces, but instead of targeting the
browser, it targets mobile platforms.
 Expo (version 4.5.2)
It is a framework and a platform for universal React applications. It is a

set of tools and services built around React nativeand native platforms
that help you develop, build, deploy and quickly iterate on iOS, Android,
and web apps from the same JavaScript/TypeScript codebase.
 Node JS (version 14.15.4)
Node.js is an open-source, cross-platform, back-end JavaScript runtime

environment that runs on the V8 engine and executes JavaScript code
outside a web browser.

II. BACK-END TOOLS

 Express JS (version 4.17.1)
It is a back end web application framework for Node.js, released

as free and open-source software under the MIT License. It is
designed for building web applications and APIs. It has been called
the de facto standard server framework for Node.js 4.17.1
 MongoDB (version 5.0)
It is a document-oriented NoSQL database used for high volume

data storage. Instead of using tables and rows as in the
traditional relational databases, MongoDB makes use of
collections and documents
 Twilio (version 6.2.2)
Twilio is an American cloud communications platform as a service

company based in San Francisco, California. Twilio allows
software developers to programmatically make and receive phone
calls, send and receive text messages, and perform other
communication functions using its web service APIs.
 Node JS (version 14.15.4)
Node.js is an open-source, cross-platform, back-end JavaScript

runtime environment that runs on the V8 engine and executes
JavaScript code outside a web browser.

III. TEST CASES

1. Unit test cases
Table 28: LoginTable 28: LoginTable 28: Login and verification test
caseC 22: Graphical representation of a quizTable 30:
Test case ID: Login and Verifcation
Description of the Graphical representation of a quiz
Created by: Mado-claire Amakie
Prerequiste: Mobile application and Phone number
Test case description: the register / login process goes with the verification of the user’s
phone number
Step Step details Expected result Actual result Pass / Fail
1 User enters his / her A verification Verifcation code is Pass
phone number and code has to be sent sent.
click on the next to the user through
button. his / her phone
number.
2 User enters the Verification code User successfully
verification code has to be registered / login into
received to confirm confirmed and SATT account.
his / her phone user has to be
number. registed / log in
successfully.
Table 29: QR scTable 29: QR scTable 29: QR scan verification test

case22: Graphical representation of a quizTable 31:
Test case ID: QR scan code
Prerequiste: User must have login an is in the Home page
Test case description: User uses QR scan to share information with another user
1 User clicks on the QR scan should scan the QR code is scan Pass
QR scan icon to scan QR code and display its and information is
the shared QR code. information. displayed
successfully.
Table 30: Save Table 30: Save Table 30: Save to Pocket test case22:
Graphical representation of a quizTable 32: Description of the
Graphical representation of a quiz

Test case ID: Save to Pocket

Prerequiste: User must have login and is in the Home page or Conversation screen
Test case description: User saves post to the Pockets.
1 User clicks on the The post clicked with the Post is saved Pass
Pockets icon and pocket icon should be successfully in the
saves a post in the save in the Pockets. Pockets.
pocket in order to
access or view it
later.
Table 31: ConveTable 31: ConveTable 31: Conversation chat screen

Test case ID: test case22:chat
Conversation Graphical
screenrepresentation of a quizTable 33:
Prerequiste: User must be a participant in a classroom.
Test case description: User starts conversation and can comment on a post
1 The user belonging Comments should Comments is Pass
in a classroom writes sucessfuly sent to all the sucessfuly sent to
or comment in the user in that particular all the user in that
classroom in order to classroom. particular
start conversation classroom.
IV. DEPLOYMENT ENVIRONMENT

Deployment is one part of the software development workflow that can easily be automated.
In React Native typically we deploy apps on two platforms: Play Store (Android) and App Store
(iOS). When ready to distribute the apps to end-users, a standalone app binary (an ipa or apk
file) will be created and put in the iOS App Store and Google Play Store. The Standalone app
knows how to look for updates at the app’s published url, and if we publish an update then next
time a user opens the application they will automatically download the new version. These are
commonly refered to as “Over the Air” (OTA) updates which is built into Expo.

GENERAL CONCLUSION
I. CONTRIBUTION
This project is to implement a mobile application to be used as a teaching tool for undergraduate
nursing education. In order to achieve this, we had to get an idea of how nursing students are
being taught, in the case study - IUC. We have developed a questionnaire of 7 questions and
sent it to 30 undergraduate nursing students and the head of the nursing department. The results
enabled us to identify a few issues with the way nursing students are usually taught. Right after
that, we selected some of these problems that could be solved (or at least minimized) and some
practices that could be improved, all through a mobile application. We have listed each of these
issues with a feasible digital solution, and from there, we had the idea to implement the concept
of classrooms and everything around it in this application, so that it would be possible for
teachers and external entities to teach students using one the main forms of information on
mobile applications – Posts.
II. ACHIEVEMENTS
So far, we have designed the UML diagram. Firstly we made the use case diagram. We used
it to state clearly the different types of users that may interact in the system and what are the
different operations that each of them can do. Afterward, we have designed the Class diagram
to define all the entities that may exist in the system, their characteristics, and their relationships.
Thereafter, we have designed the activity diagrams of the key activities of this system, which
allowed us to describe them step by step. Finally, we have designed the sequence diagram of
one of the key system operations, and with that, we were all set for the implementation phase.
Afterwards we used these models to make the user interface prototypes (as shown in the
appendix) which were later on implemented during the implementation phase.

III. RECOMMENDATION
Some of the nursing students have recommended key factors to take into considerations:
 Device usability
o Portability: The students regarded portability as a consideration for the choice
of mobile devices for learning. They indicated their preference for a smaller size
of the device, which they could carry anywhere. The use of mobile devices
enables students to store electronic learning materials on the devices and
removes the inconvenience of carrying heavy printed textbooks when attending
classes. This increases the flexibility of students’ schedules, as they can
participate in other activities before or after classes, without the burden of
carrying books.
o Information availability: A mobile device can store information sources, such
as textbooks, lecture materials, students’ notes, and videos, which allows
students to collect and access the information anywhere and anytime.
o Psychological comfort: The use of mobile devices can reduce students’
cognitive load and enhance their speed in locating information.
 Interaction learning
o Learner-content interaction: Uncertainty about the reliability of internet
sources is one of the major issues when students search for learning content
online, downloading the ones they think are reliable. The teacher will solve this
issue by providing links to relevant reliable YouTube sources to students. He/she
will also point out the nursing videos on the clinical procedures for health
assessment need to be regularly updated to include the most recent procedures.
 Social technology
o Device networking: A network problem may limit the effectiveness of in-class
activities using the mobile application, and mentioned an experience of failure
in using a mobile polling system in class due to such a problem.

REFERENCES
During the realization of this project, some external sources were used for this documentation.
These are some books that were used as shown in the table below:
DATE & TIME BOOK

Mobile learning in nursing education: catering for students and
teachers’ needs
03/15/2021 18:35 From the Open University of Hong Kong, Kowloon
Kam Cheong Li, Linda Yin-King Lee, Suet-Lai Wong, Ivy Sui-Yu Yau, and Billy
Tak Ming Wong
Evaluating and Designing Smartphone Applications for Nursing
Education
03/15/2021 19:03
From the University Medical College, Shantou, Guangdong, China
Junqing Zhan
Mobile Technology in Undergraduate Nursing Education: An
04/18/2021 11:42 Evidence-Synthesizing Project
Jillian Sisson
Some websites were also visited as shown in the table below:
DATE & TIME WEBSITE

For the feasibility study:
03/12/2021 22:21 GeeksForGeeks.com | https://www.geeksforgeeks.org/types-of-
feasibility-study-in-software-project-development/
For the functional and non-functional requirements:
03/13/2021 13:33 ReqTest.com | https://reqtest.com/requirements-blog/functional-vs-
non-functional-requirements/
For the system architecture:
04/19/2021 13:54 OS-System.com | https://os-system.com/blog/mobile-app-architecture-
how-to-design-it/

APPENDIX
Image 11: UI Prototype of the splashscreen Image 12: UI Prototype of the login screen

Image 13: UI Prototype of the phone number Image 14: UI Prototype of the account type
verification screen selection screen

Image 15: UI Prototype of the profile creation Image 16: UI Prototype of the home screen
screen

Image 17: UI Prototype of the classroom screen Image 18: UI Prototype of the tutorial screen

 Tutorial and Quiz screen
Image 19: UI Prototype of the tutorial step screen Image 20: UI Prototype of the quiz creation screen

Image 21: UI Prototype of the QA creation screen Image 22: UI Prototype of the quiz screen

A Questionaire of 5 questions made and distributed to a sample of 30 Nursing students

across a four-year Bachelor of Nursing program in IUC.
1. What is your nursing field of study? Using few words, tell us what it is about.
2. What are the main courses that you have to attend as a nursing student in IUC? For each of
them, how are is teaching being done?
3. What are the challenges you are facing due to the way you are taught?
4. In your opinion, in how a mobile application can serve as a teaching tool for you as a nursing
student? What are some features you would like to be included?
5. What can you suggest to improve the teaching process of your field?
Figure 12: Questionaire given to the Nursing student of IUC
An in-depth interview (with 7 questions) was conducted with the Head of Department of
Nursing students across a four-year Bachelor of Nursing program in IUC.
1. What are the different nursing fields in IUC

2. What do they consist of ?
3. Do they all share the same approach of teaching?
4. If they don't, what makes the difference between them?
5. What are the main problems you are facing with this/these approach (es)? How do they
affect the system?
6. Do you have a proposition about how they can be fixed?
7. What can a digital solution such as mobile can do to help you?
Figure 13: Interview questions conducted with the Head of Department of IUC

A Mobile Application As A Teaching Tool in Undergraduate Nursing Education

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REPUBLIC OF CAMEROON REPUBLIQUE DU CAMEROUN

Bachelor of Technology project on the topic:

A MOBILE APPLICATION AS A TEACHING TOOL IN

A Bachelor of Technology project submitted to the department of Technology SEAS-

Written and presented by:

Mado-Claire AMAKIE NKENAKE

M. FOUTHE Alex Landry

Academic Year: 2020-2021

NKENAKE SORGBORGJOR accepted as partial fulfilment of the requirements for the

M. FOUTHE Alex Landry Signature: Date:

M. DONGMO Boris Signature: Date:

Written and presented by Mado-Claire AMAKIE N.S Page i

Written and presented by Mado-Claire AMAKIE N.S Page ii

Mr. FONKOU Lester Confiance, the coordinator of the BTECH program.

Written and presented by Mado-Claire AMAKIE N.S Page iii

Written and presented by Mado-Claire AMAKIE N.S Page iv

Written and presented by Mado-Claire AMAKIE N.S Page v

b. Classrooms’ collection .................................................................................................. 12

c. Posts’ collection ............................................................................................................ 13

Written and presented by Mado-Claire AMAKIE N.S Page vi

3. Data flow diagram ................................................................................................................. 14

b. Use case diagram .......................................................................................................... 19

c. Textual description of the use cases ............................................................................. 20

IV. HARDWARE AND SOFTWARE TOOLS ....................................................................................... 39

Written and presented by Mado-Claire AMAKIE N.S Page vii

Written and presented by Mado-Claire AMAKIE N.S Page viii

Figure 1: Agile software development cycle ............................................................................. 8

Written and presented by Mado-Claire AMAKIE N.S Page ix

Table 1: Popular mobile applications used by nursing students ................................................ 5

Written and presented by Mado-Claire AMAKIE N.S Page x

Written and presented by Mado-Claire AMAKIE N.S Page xi

Image 1: Android OS logo ....................................................................................................... 16

Written and presented by Mado-Claire AMAKIE N.S Page xii

I. BACKGROUND AND CONTEXT

II. PROBLEM STATEMENT

Written and presented by Mado-Claire AMAKIE N.S Page 1

 Can the school teaching system be solved by computerizing it?

III. GENERAL AND SPECIFIC

IV. SCOPE OF THE PROJECT

Written and presented by Mado-Claire AMAKIE N.S Page 2

Chapter 1: STUDY OF EXISTING

Written and presented by Mado-Claire AMAKIE N.S Page 3

Well, the results can be summarized as follows:

Written and presented by Mado-Claire AMAKIE N.S Page 4

II. EXISTING SOLUTIONS

 Reference, e-books, and flashcards

Table 1: Popular mobile applications used by nursing students

NAME PLATFORM DESCRIPTION

Written and presented by Mado-Claire AMAKIE N.S Page 5

Nursing Flashcards Lite, a study

Written and presented by Mado-Claire AMAKIE N.S Page 6

Chapter 2 : SYSTEM ANALYSIS

Written and presented by Mado-Claire AMAKIE N.S Page 7

Figure 1: Agile software development cycle

Written and presented by Mado-Claire AMAKIE N.S Page 8

II. FEASIBILITY STUDY

Written and presented by Mado-Claire AMAKIE N.S Page 9

Table 2: Economic feasibility

Fee Cost estimation Status

Stable internet connection For one month: 10,000 FCFA Acquired

Price of the publishment of

Price of the publishment of

Written and presented by Mado-Claire AMAKIE N.S Page 10